Wednesday, December 5, 2012

HABIBI


HABIBI

By Naomi Shihab Nye
 
 

BIBLIOGRAPHY:

Nye, Naomi Shihab. (1997). HABIBI. New York: Simon & Schuster. ISBN: 0-689-82523-4.

PLOT SUMMARY:

Liyana is a 14-year-old all American teenager from St. Louis. Her life revolves around school, her friends, and her first kiss. That is until her father announces one day that they are moving to his homeland Palestine so that they can get to know his country and the Palestinian family they have never met. Liyana and her little brother Rafik are torn about this move. So is their mother Susan. They will have to give up their home, their belongings, their friends, and the only life they have ever known.  Once there, they begin to discover a love for this place of conflict, they appreciate the history, the people and the beauty around them. They get to know and love their Sitti, their father’s mother. And, they begin to learn and speak Arabic. Liyana even falls for a cute boy named Omer, who happens to be Jewish. Can the two overcome the longstanding hatred between the Jewish and Palestinian people?  Will her traditional and strict father understand? Peace sometimes begins one person at a time.

 

CRITICAL ANALYSIS:

Naomi Shihab Nye has written a moving book that mirrors her own experiences as a 14-year-old and thus gives this novel an air of authenticity. The poet in Shihab Nye is also very evident at the beginning of each chapter where she inserts a clever first line of poetry—a snippet, a not fully formed idea, but the beginning of one. My favorite one is for the chapter The Fountain: If you could be anyone, would you choose to be yourself? The novel itself is very lyrical and beautiful with clear imagery and strong character development. Each character is a vibrant portrait representing a true individual from Palestine or Israel.

The novel is sprinkled with phrases that Liyana is learning in her new country.  Alham’dul Allah means Praise be to God; Shookran means Thank You; Ana tayyib means I’m fine; Ana asif  means I’m sorry; Sabah-al-khair means Good morning; and the title of the book, Habibi, means darling or a dearly loved person. There are also frequent instances of food being mentioned such as hummus or her favorite falafel. Along with these, they have hot, flat bread, marinated olives, dates, and mint tea. The cultural difference between shopping in America and in Palestine is evident when Liyana and her mother visit the butcher for a chicken. It is plucked right out of the cage, held upside down and its head chopped off, put into boiling water and its feathers removed—all in front of them.

Certainly, the names of the characters are also an indication of the culture portrayed in the book. Liyana, Rafik, Susan (their mother), and Kamal (their father) are Abbouds. When they arrive in Palestine, the meet some friends in a nearby refugee camp named Khaled and Nadine. The boy she strikes up a friendship with is named Omer, which is a Jewish name. This surprises her at first because she thinks his name is Omar, which is an Arabic name. Liyana attends an Armenian school where some of the last names are Hagobian, Melosian, Yazarian, and Zakarian. Her school friends tease her and add “ian” to her last name too.

Right before they move from the states, Liyana has her first kiss. Her father has a talk with her and warns her that that kind of behavior is simply not acceptable in their new country. He tells her, “Public kissing—I mean, kissing on the mouth, like romantic kissing—is not okay here. It is simply not done.” The only kind of public kissing is the kind exchanged on both cheeks between friends and family. Before she moves, she is also told that she cannot take her shorts with her to wear in Palestine. Arab women simply do not dress that way. Her grandmother and other female relatives look at her strangely when she wears blue jeans with patches on the knees.

Liyana’s family is more of a secular family, although they do claim to have some spiritual beliefs—just not traditionally religious. When they visit Sitti, they hear the muezzin giving the last call to prayer over the loudspeaker at the local mosque. “They unrolled their blue prayer rugs from a shelf, then knelt, stood, and knelt again touching foreheads to ground, saying their prayers in low voices.” They visit the Wailing Wall which is a spiritually significant place for Jewish people. The men are wearing yarmulkes and praying and putting notes into crevices in the wall. Her friend Omer tells her about the shiva, a Jewish tradition of mourning the dead in which they remove their shoes, do not leave the house and cover the mirrors. The Abboud family also visits a great many spots in Jerusalem that are significant to the Christian faith. They visit the places where Jesus walked and the area believed to be his birthplace.

Of greatest significance is how Shihab Nye brings the Israeli-Palestinian Conflict to us and makes us understand how it truly affects both Jewish and Palestinian people. A bomb goes off in a Jewish market and the soldiers get a tip that someone in Khaled and Nadine’s camp is responsible. Khaled gets shot by a soldier and Liyana’s father, who is a doctor, tries to intervene and help. He gets arrested and sent to jail. Liyana’s Sitta’s house is invaded and ransacked by soldiers as they search for a family member. The grandmother is terrified and can’t understand why they would smash her tub and destroy her home. Some areas of the city are gated and locked and under close security. All of these various peoples are together and live amongst one another in this city. It is home to Muslims, Jews, Christians, Orthodox—all different, but connected by this land and by history. Can Liyana and Omer’s friendship be a first step in peace within their families, and ultimately between their cultures? Sitti, in a poignant moment, says, “ I never lost my peace inside.” But old feelings are hard to shake. When Liyana invited Omer to visit and eat with Sitti, another family member named Abu Daoud is incensed and storms off telling Omer, “Remember us when you join your army.” But despite this, when they have to leave, Sitti holds Omer’s hands and tells him, “Be careful! Come back! Please come back!” Sometimes peace starts with one friendship at a time.

 

AWARDS:

  • American Library Association Notable Books for Children
  • Dorothy Canfield Fisher Children's Book Award
  • Georgia Children's Book Award
  • Jane Addams Children's Book Award
  • Judy Lopez Memorial Award (Women's National Book Association, Los Angeles Chapter)

 

REVIEWS:

School Library Journal: “Grade 5-9. An important first novel from a distinguished anthologist and poet. When Liyana's doctor father, a native Palestinian, decides to move his contemporary Arab-American family back to Jerusalem from St. Louis, 14-year-old Liyana is unenthusiastic. Arriving in Jerusalem, the girl and her family are gathered in by their colorful, warmhearted Palestinian relatives and immersed in a culture where only tourists wear shorts and there is a prohibition against boy/girl relationships. When Liyana falls in love with Omer, a Jewish boy, she challenges family, culture, and tradition, but her homesickness fades. Constantly lurking in the background of the novel is violence between Palestinian and Jew. It builds from minor bureaucratic annoyances and humiliations, to the surprisingly shocking destruction of grandmother's bathroom by Israeli soldiers, to a bomb set off in a Jewish marketplace by Palestinians. It exacts a reprisal in which Liyana's friend is shot and her father jailed. Nye introduces readers to unforgettable characters. The setting is both sensory and tangible: from the grandmother's village to a Bedouin camp. Above all, there is Jerusalem itself, where ancient tensions seep out of cracks and Liyana explores the streets practicing her Arabic vocabulary. 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. Habibi succeeds in making the hope for peace compellingly personal and concrete...as long as individual citizens like Liyana's grandmother Sitti can say, ‘I never lost my peace inside’."

Kirkus Reviews: “Liyana Abboud, 14, and her family make a tremendous adjustment when they move to Jerusalem from St. Louis. All she and her younger brother, Rafik, know of their Palestinian father's culture come from his reminiscences of growing up and the fighting they see on television. In Jerusalem, she is the only ``outsider'' at an Armenian school; her easygoing father, Poppy, finds himself having to remind her--often against his own common sense--of rules for ``appropriate'' behavior; and snug shops replace supermarket shopping--the malls of her upbringing are unheard of. Worst of all, Poppy is jailed for getting in the middle of a dispute between Israeli soldiers and a teenage refugee. In her first novel, Nye (with Paul Janeczko, I Feel a Little Jumpy Around You, 1996, etc.) shows all of the charms and flaws of the old city through unique, short-story-like chapters and poetic language. The sights, sounds, and smells of Jerusalem drift through the pages and readers glean a sense of current Palestinian-Israeli relations and the region's troubled history. 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. However, Liyana's romance with an Israeli boy develops warmly, and readers are left with hope for change and peace as Liyana makes the city her very own. (Fiction. 12+)”

CONNECTIONS:

Information on the author: http://www.poets.org/poet.php/prmPID/174

Israeli-Palestinian Conflict for Kids: http://geography.mrdonn.org/palestine.html



 

Rainbow Road


RAINBOW ROAD

By Alex Sanchez
Click Here
 

BIBLIOGRAPHY:

Sanchez, Alex. (2005). RAINBOW ROAD. New York: Simon & Schuster. ISBN 0-689-86565-1.

PLOT SUMMARY:

This is the third book in a trilogy about the lives of gay teens Jason Carillo, Kyle Meeks, and Nelson Glassman. This story has the boys embarking on a road trip to California after their graduation from high school. Jason recently came out to his coach and his basketball team and in turn lost his university scholarship. He has been invited to speak at the opening of a gay and lesbian high school. He is unsure of himself and his sexuality and doesn’t feel he has any great message to share with the school. Kyle is Jason’s boyfriend and wants to spend as much time with him before he goes off to Princeton in the fall. He suggests the road trip and is excited about spending two weeks with Jason on this trip. But, he also worries : “Will their romance survive two weeks crammed together in a car?” Add to the mix, Nelson, Kyle’s best friend who is way more outgoing and comfortable with himself. Will the three get along or rub each other the wrong the way? Take the journey with Kyle, Nelson, and Jason as they discover friendship, love, the truth about themselves, and the hate that can exist in this world just because of who you are.

CRITICAL ANALYSIS:

Although I did not find this book terribly well-written, I appreciate its existence and its message of love and acceptance of who you are, who your friends and family may be. It is an important story to be shared with teens who are gay and who are not gay. The characters are well developed and explore different aspects of GLBTQ culture. There is the conservative Jason who is not certain he is gay—he might be bisexual since he still finds girls attractive; there is funny, outgoing Nelson who lives life to the fullest (my hero in the story); and Kyle caught in between—just looking to build a meaningful relationship with the boy he loves. There are plenty of examples of different kinds of adults in the story—the loving mom who accepts her son and belongs to an organization for gay teen and their parents; the overprotective but hesitant parents; the abusive, absent father; and the caring, encouraging teacher/mentor who happens to be a male coach. It is at times terrifying as they encounter homophobia in the worst way with a couple of men in a truck trying to run them off the road, and a macho, abusive father at a camp site who belittles and denigrates his young son for acting wimpy. It is also a truly joyful and funny story—mostly thanks to Nelson and his madcap ways. He is outspoken, unafraid of exposing who he is, and on the hunt for some love! They find themselves at a Fairie camp and see people like them, but not like them—dressed in various costumes and freely singing and dancing and being themselves—Nelson has died and gone to heaven! They meet a transgender girl who is going to compete in a Britney Spears contest. Nelson gets engrossed in this and even shaves and dresses like Britney too. They meet a couple of older men in an RV and have lunch with them and learn that they have been in a loving and committed relationship for twenty years. In the end, this is what they all seem to want—deep and lasting love, a committed partner, and a life of acceptance and happiness. In California, Nelson finds instant attraction to a boy named Manny who has pink hair just like he does. Overall, an enjoyable read with laugh-out-loud humor and the seriousness of issues that GLBTQ teens face in their lives everyday. There are some themes and sexual situations in the story that would make me recommend this book to older teens, but the frankness with which the author tackles these issues is admirable. It is also very commendable that the author included some very important resources in the back matter of the book. There are seven pages of resources for gay teens that include dealing with parents, suicide, teen sexuality, HIV, hate crimes, and peer support.

AWARDS:

Lambda Literary Award 2005 Finalist
New York Public Library 2006 “Book for the Teen Age”
2009 ALA “Popular Paperback for Young Adults”

REVIEWS:

School Library Journal: “Grade 9 Up–The final installment of this trilogy is a true winner. Even though coming out publicly resulted in Virginia high school basketball star Jason Carrillo's losing his college athletic scholarship, it turned him into an important role model for gay and lesbian teens. And so, when a new GLBT high school in Los Angeles is searching for a keynote speaker for its opening ceremony, it is not surprising that Jason is given an all-expenses-paid invitation. His boyfriend, Kyle, definitely wants to be there, too. And Kyle's best friend–pink-haired, boy-hungry Nelson–has a car and thinks that this would be the perfect opportunity for a post-senior-year road trip. Virginia to L.A. by car: 3000 miles and plenty of time to gain an understanding of what being gay in America is all about. These boys are distinct personalities and genuine teens, searching for clarity and identity and acceptance, trying to make sense of themselves and a world that can be equally bright and dark. Sanchez writes with humor and compassion. Some mature romance scenes, occasional frank language, and an inclusion of transgender/transsexual/bisexual story lines translate into a tender book that will likely be appreciated and embraced by young adult readers.”

Booklist: “Gr. 9-12. The third and final novel about gay teen friends Jason, Kyle, and Nelson finds the boys on a road trip, driving across country from their D.C. homes to Los Angeles, where Jason has been invited to speak at the opening of an alternative high school. Along the way, the young men encounter a variety of people and situations that occasionally seem clearly designed to educate the reader--for example, a transgender boy who looks like Britney Spears; an enclave of Radical Faeries who live off the land in rural Tennessee; a devoted gay couple who have been partners for 20 years; and, of course, the usual homophobes. In short, there's plenty of expected stuff. About halfway through the cross-country journey, however, Kyle begins questioning his relationship with bisexual Jason, and the story becomes more involving as characterization finally takes the driver's seat. Flamboyant Nelson remains annoyingly predictable, alas, but the other two boys are sympathetic charmers, and fans of Sanchez's first two Rainbow novels will certainly want to read this one.

CONNECTIONS:


Resources from Alex Sanchez’s website:


Gay Youth Resources
Being a teen isn't always easy. And if you're gay, bi, or otherwise different, sometimes life can really suck! Part of the reason I wrote my books was to let you know you're not alone. There is hope and help. If you need someone to talk to, or help with an issue, check out the following resources:
Trevor Helpline for Gay and Lesbian Youth
24 Hrs a Day / 7 Days a Week
1-866-4-U-TREVOR or 1-866-488-7386.
www.thetrevorproject.org
The GLBT National Youth Talkline
Monday thru Friday from 1pm to 9pm, pacific time
(Monday thru Friday from 4pm to midnight, eastern time)
Saturday from 9am to 2pm, pacific time
(Saturday from noon to 5pm, eastern time)
Toll-free 1-800-246-PRIDE (1-800-246-7743)
Email:
youth@GLBTNationalHelpCenter.org
Services are free and confidential. Telephone volunteers are in their teens and early twenties, and speak with teens and young adults up to age 25 about coming-out issues, relationship concerns, parent issues, school problems, HIV/AIDS anxiety and safer-sex information, and lots more!
The Nine Line For Homeless / Runaway Teens
24 Hours a Day / 7 Days a Week
1-800-999-9999
http://nineline.org/
For information about...
...Communicating with other LGBT teens on the internet, contact Youth Guardian services
1-877-270-5152
www.youth-guard.org
...Starting a Gay-Straight Alliance or other school issues, contact the Gay-Straight Alliance Network
415.552.4229
www.gsanetwork.org/
Also, check out GLSEN'S Jump-Start Guide for starting a GSA
...Issues with parents, contact PFLAG (Parents, Families, and Friends of Lesbians and Gays)
202-467-8180
www.pflag.org

...HIV
(Human Immunodeficiency Virus) and AIDS (Acquired Immune Deficiency Syndrome), contact the CDC
1-800-CDC-INFO (800-232-4636)
1-888-232-6348 TTY
E-mail: cdcinfo@cdc.gov
www.cdc.gov/hiv

...Teen Sexuality
, contact Advocates for Youth
202-347-5700
www.advocatesforyouth.org

... Sexually Transmitted Diseases
STD Info Line
Monday - Friday, 8:00 AM - 11:00 PM Eastern Standard Time
1.800.227.8922 or
STD Information & Referral (Prerecorded information)
1.800.653.4325

...College scholarships for LGBT students:
http://www.pointfoundation.org/

JOEY PIGZA LOSES CONTROL


JOEY PIGZA LOSES CONTROL

By Jack Gantos
 
 

BIBLIOGRAPHY:

Gantos, Jack. (2000). JOEY PIGZA LOSES CONTROL. New York: HarperCollins Publishers.
       ISBN 0-06-441022-6.

PLOT SUMMARY:

Joey Pigza is reluctantly sent off to stay with his father for the summer—a father who hasn’t really been around. Joey’s mother works and after a little incident involving a dart and a Chihuahua named Pablo, she finds it necessary to have Joey looked after while she is gone. The problem is, Joey’s father is as “wired” as Joey used to be before medication, and he self-medicates with alcohol. Joey has to deal with the separation of his parents, his feelings of being two different Joeys—one for his mother and one for his father, a chronically ill grandmother, his father’s alcoholism, and his own issues with ADHD. Joey’s father wants him to tackle his ADHD “like a man” and throws away his medication. At this point, Joey’s summer and his life begin to spin out of control. They do have a connection through baseball and Joey finds out that he has a talent for pitching—but it’s not enough to heal the gap between them.

CRITICAL ANALYSIS:

This is a very funny and heartbreaking story of a boy with a multitude of issues in his life, such as divorced parents, an alcoholic and absent father, a sick and somewhat verbally abusive grandma, and his ADHD. Children will be drawn to Joey’s story because of the issues that they may be able to relate to in their own lives. The humorous situations are plenty in this story. While Joey is at home alone one day, he spins out of control while playing with darts and unintentionally pierces his Chihuahua’s ear (and ends up putting an earring in it!). This leads his mom to send him to stay with his dad for a while. While driving there, Pablo, the Chihuahua, gets car sick and so Joey puts him in the glove box and forgets him there. After his father flushes his medication away, Joey begins to lose focus and control at an important baseball game and insists that his father go get Pablo or he won’t pitch. Joey finally keeps pitching with Pablo tucked into his jersey. While wandering through the city, Joey goes into a department store and becomes fascinated with a mannequin. He decides to change into some store clothes and join the mannequin and see if anyone notices him. Again, while out in the city, he is staring at the sky and talking to himself and finds a woman looking at him strangely. He proudly announces, “I’m not on drugs anymore!” But along with the humor, there are truly situations which must seem terrifying to young Joey. He pleads with his father not to throw his medicine away because he knows how he will get. He says, “My patch is not a drug. . .It’s medicine” (p. 93). While out exploring the city, he is enjoying himself but hounded by thoughts that something bad is going to happen. “The whole day I had been playing a big Pittsburgh board game called Are You Normal, Joey Pigza, or Are You Wired?” (p. 114). He keeps repeating to himself, “I’m normal. I’m normal. I’m really normal. Joey Pigza is normal” (p. 115). I found this scenario to be heartbreaking, for a child to suffer these feelings about himself. Joey’s grandmother recognizes what is happening to Joey, and after he crashes to the floor with his dinner she says, “You’re slippin’ back to your old self” (p. 126). That comment bothers him because as he puts it, “I wanted to be the new me and not the old me” (p. 126). On page 140, we see Joey engage in destructive behavior that he cannot control without his medication. He has a healing bald spot, but now he is driven to rub and pick at the spot until it bleeds. He hates himself for doing it but he can’t control it. “ I knew for certain the other Joey had started to catch up to me. . .” He is so tormented by not taking his medicine and for not telling his mother the truth. On page 166 he says, “It was a mistake to think I could work it all out by myself. I just didn’t want anyone to get upset with me, because all my life people had been upset with me.” As his condition worsens without his medication, his thoughts and dialogue become more frantic, incoherent and rambling. Page 172 is a good example of this. Before the last game, after a talk with his father, he pulls up his shirt and reveals “tattoos” that he has drawn on his body. When his father asks what they are, Joey says, “Patches. . . they’ll keep me calm” (p.181). He is unraveling and is desperate to try to control it anyway a little kid can. There is tragedy here that children will relate to, but there is also triumph in how his story ends. It is a testament to children that there is no shame in having ADHD and there is no shame in needing medication to help with the situation.

AWARDS:

Newbery Honor Book--2001
An ALA Notable Book
A Publishers Weekly Best Book
A School Library Journal Best Book
A Bulletin of the Center for Children’s Books Blue Ribbon Book
A New York Times Book Review Notable Book
A Booklist Editors’ Choice
A Horn Book Fanfare Book

REVIEWS:

Publishers Weekly: “First introduced in Joey Pigza Swallowed the Key, Gantos's hyperactive hero Joey Pigza has not lost any of his liveliness, but after undergoing therapy and a stint in special ed., he now can exercise a reasonable amount of self-control provided he takes his meds. His mother has reluctantly agreed to let him spend the summer three hours from home with his father, an alcoholic who, so he claims, has taken steps to turn his life around. Readers will sight trouble ahead long before Joey's optimistic perception of his father grows blurry. Mr. Pigza is at least as "wired" as the old Joey, and when he resorts to his drinking habits and becomes belligerent, Joey (who still wants to win his father's favor) feels scared. Then Mr. Pigza, telling Joey his medicine patches are a "crutch" that Joey doesn't need, summarily flushes them down the toilet: "You are liberated... You are your own man, in control of your own life," he announces. Joey is torn between wanting to call his mom immediately and sticking with his father. "Even though I knew he was wrong," Joey says, "he was my dad, and I wanted him to be right." Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear and courage with deceptive ease. Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine. Ages 10-up.”

School Library Journal ***Starred Review: “Hilarious, harrowing, and ultimately heartening.”

Booklist ***Starred Review: “A truly memorable read.”

CONNECTIONS:

The author’s website: http://www.jackgantos.com/




 

Wednesday, November 21, 2012

Inside Out & Back Again


INSIDE OUT & BACK AGAIN

By Thanhha Lai
 
 

BIBLIOGRAPHY:

Lai, Thanhha. (2011). INSIDE OUT & BACK AGAIN. New York: Scholastic. ISBN 978-
       0-545-50897-1.

PLOT SUMMARY:

Inside Out & Back Again is a novel in verse consisting of four parts, detailing the year that Há and her family were forced to flee their beloved homeland of Vietnam for a strange new life in Alabama. Part I: Saigon tells of her life with her brothers and mother as they live life not knowing the fate of their father who disappeared many years before. It also describes their plans and fear as they escape the communist take-over of Saigon. Part II: At Sea details the deprivation and hardship the family endures aboard a navy ship bound for Guam and eventually for the United States. Part III: Alabama tells of Há’s new life in America and the difficulties she and her family have learning English and adjusting to this strange and foreign environment. Part IV: From Now On leaves the reader with a sense of hope for the future as Há and her family make friends, adjust, leave their old life behind, and embrace the coming New Year, but tinged with a sense of sadness for what was left behind and for the father who did not return from the war.

CRITICAL ANALYSIS:

The novel begins in Saigon in 1975. It is Tết, February 11, the first day of the lunar calendar. Há’s mother visits the I Ching Teller of Fate (p.4). Every new year Mother visits/the I Ching Teller of Fate./This year he predicts/our lives will twist inside out. This is where we begin to see the desperate situation that faces this family.  On page 11, Há’s best friend TiTi is fleeing Vietnam with her family. Her brother explains: They’re heading to Vững Tấu,/he says,/where the rich go/to flee Vietnam/on cruise ships. On page 12 we learn of Há’s father who disappeared on a navy mission nine years before. Há’s mother prepares an altar for him, offering fruit, incense, tuberoses, and rice and chants for his return. By March 21, the Americans have gone, the communists are close to taking Saigon, the prices of daily necessities have gone up, and the sound of bombs in the distance fills the night (p.18). By April 17 Mother and brothers Quang, Khôi, and Vu have decided that they must leave Vietnam. Family members have made arrangements for passage out of Vietnam (p.44-45).

The Fall of Saigon occurs on April 30. Part II of the novel describes the plight of the Vietnamese refugees. They are crammed into tight spaces with very little food or water and have to use the bathroom over the side of the ship. On page 88, the food rations have been reduced to ½ a clump of rice twice a day and only 1 cup of water per day. It isn’t until May 24 that an American ship arrives with fruit, water, noodles, biscuits, canned fish and more! They arrive in Guam on May 28 and live in a tent city (p.96).  What makes it all more bearable is the arrival of cases of fish sauce. Someone/should be kissed/for having the heart/to send cases of fish sauce/to Guam (p. 100).  Tellingly, it is on July 4 that the family must choose which country to make their home. Mother’s first choice is France, while others go to Canada, but Mother’s mind is changed when someone whispers: Choose America,/more opportunities there,/especially for a family/with boys ready to work (p.106).

They arrive in Florida and live in another tent city until they are sponsored by an American. They watch as other families leave for different homes. It isn’t until Mother puts “Christians” on their application that they finally find a sponsor (p.108).  Part III: Alabama details the difficulties the family has adjusting to their new home, strange ways, strange food, learning English. On page 123, Há relates just one of the humorous episodes of trying to learn English, She choose-s/He refuse-s/ I’m getting better/at hissing/no longer spitting/on my forearms. The most laugh-out-loud scene is on page 129 as Há attempts to read and understand the sentence Jane sees Spot run. She looks up each word in the dictionary:

Jane: not listed
sees: to eyeball something
Spot: a stain
run: to move really fast
Meaning: __________eyeballs stain move.


Another example of the difficulty of learning another language and not understanding a culture is on page 134, To make it worse/the cowboy explains/horses here go/neigh,neigh,neigh,/not hee, hee, hee. No they don’t./ Where am I?  

She endures nonstop bullying and teasing from her classmates and has to resort to eating candy in the bathroom during lunch time. One side of the cafeteria is for white students and the other side is for black students. So, where does she fit in with her black hair and olive skin?  Both laughing, chewing,/as if it never occurred/to them/someone medium/would show up (p. 143).  She is prodded by her teacher to recite the ABCs and the 123s and the class claps at her accomplishment.  But she is angry and humiliated: I’m furious,/unable to explain/I already learned/ fractions/and how to purify/river water./ So this is/ what dumb/feels like (p.157). The teacher, with no malice intended, shows the class gruesome images of the Vietnam War to tell about where Há is from. There is so much more to the country and the people. What about the lush beauty, the papaya trees, the traditions and holidays? Há, feeling so despondent and out of place says, No one would believe me/but at times/I would choose/wartime in Saigon/over/peacetime in Alabama (p.195).

Part IV: From Now On highlights the need for the family to let go of their old life and accept the loss of their father and husband. Há begins to build a new life and make friends. Her Mother has brought a tin of flower seeds that Há and TiTi gathered in Vietnam. It now becomes the perfect gift for her new American friend “Pem” (p.246).  Finally, the new year of 1976 begins, the Year of the Dragon. Mother predicts the coming year: Our lives/will twist and twist,/intermingling the old and the new/until it doesn’t matter/which is which (p.257).

 

AWARDS:

National Book Award for Young People’s Literature Winner 2011

Newbery Honor Book 2012

REVIEWS:

Booklist Starred Review: “After her father has been missing in action for nine years during the Vietnam War, 10-year-old Hà flees with her mother and three older brothers. Traveling first by boat, the family reaches a tent city in Guam, moves on to Florida, and is finally connected with sponsors in Alabama, where Hà finds refuge but also cruel rejection, especially from mean classmates. Based on Lai’s personal experience, this first novel captures a child-refugee’s struggle with rare honesty. Written in accessible, short free-verse poems, Hà’s immediate narrative describes her mistakes—both humorous and heartbreaking—with grammar, customs, and dress (she wears a flannel nightgown to school, for example); and readers will be moved by Hà’s sorrow as they recognize the anguish of being the outcast who spends lunchtime hiding in the bathroom. Eventually, Hà does get back at the sneering kids who bully her at school, and she finds help adjusting to her new life from a kind teacher who lost a son in Vietnam. The elemental details of Hà’s struggle dramatize a foreigner’s experience of alienation. And even as she begins to shape a new life, there is no easy comfort: her father is still gone.”

Publishers Weekly Starred Review: “The taut portrayal of Hà’s emotional life is especially poignant as she cycles from feeling smart in Vietnam to struggling in the States, and finally regains academic and social confidence. An incisive portrait of human resilience.”

Kirkus Reviews Starred Review: “The taut portrayal of Hà’s emotional life is especially poignant as she cycles from feeling smart in Vietnam to struggling in the States, and finally regains academic and social confidence. An incisive portrait of human resilience.”

CONNECTIONS:

The author reading from the novel in verse: http://www.youtube.com/watch?v=KEkjwu2WEIA





 

 

 

The Year of the Dog


THE YEAR OF THE DOG

By Grace Lin
 
 

BIBLIOGRAPHY:

Lin, Grace. (2006). THE YEAR OF THE DOG. New York: Little, Brown and Company.
       ISBN 0-316-06000-3.

PLOT SUMMARY:

The Year of the Dog is the story of a young Taiwanese-American girl named Grace, or Pacy at home. She struggles with her dual cultural identity as she tries to fit in with her school mates and friends. She and her family enjoy traditional Taiwanese holidays, celebrations, and foods. But the children also try to convince their parents to fit in with the neighbors and celebrate American holidays such as Thanksgiving and Christmas, with humorous results. Since this coming year is the year of the dog, Grace is supposed to make new friends and find herself or her purpose in life. She meets another Taiwanese-American girl named Melody who becomes her best friend and shares her adventures. When she enters a story writing contest in school, she cannot write—she doesn’t know what to write about. She finally decides to write about herself as a Taiwanese-American girl, and finds that she has a calling as a writer. So, by the end of the book and the end of the Year of the Dog, Grace has found a new friend and has found herself.

CRITICAL ANALYSIS:

The author, Grace Lin does a beautiful job of weaving her traditional Taiwanese culture and her American culture in this story of her upbringing in upstate New York. The book begins with the Chinese New Year’s Year of the Dog. The family says, “Gong xi-gong xi! Xin-nian kuai le!”  which means Happy New Year! (p. 1). They have a very large special dinner for the entire family with dishes such as dumplings, shrimp, and vegetable which are all supposed to bring wealth in the new year. A special platter for sweets is set out—and since they don’t have enough Chinese sweets, they add M&Ms (p.3). This is a perfect example of the blending of the two cultures. At the New Year celebration, the children receive red envelopes called hong bao that hold money (p.10).

Lin includes some fantastic analogies in the story that reflect her Taiwanese culture. On page 8 she says that the “moon hung like a freshly peeled lychee in the sky.” Also on page 8, “the room was as clean as an empty rice bowl.” On page 29, Grace’s sister Lissy explains to Grace why she has an American name and a Chinese name, “‘. . . it’s like egg foo young. At home we call it foo yung don, but at the restaurants they call it egg foo young. So it’s easier for American’s to say. But it’s still the same egg pancake . . .’”  On page 34 Grace compares her new found friendship with Melody Ling “like two chopsticks.” On page 112, she says “The leaves turned as yellow as a Chinese pear.” And on page 121, “Snow fell from the sky like clumps of white rice. . .”  On page 34, Grace describes coloring red eggs for a newborn baby’s welcoming party. The red eggs symbolize good luck. On page 38, the girls all wear traditional, fancy Chinese dresses for the baby’s party. The family welcomes them with “Ja-ba, bei?” which means “Have you eaten yet?” On page 46, Grace’s grandmother uses a traditional remedy for her aching neck. She paints the Chinese symbols for tiger on one side of her neck and a pig on the other side. The tiger will chase the pig and the running will massage the neck and make it feel better.

There are also some examples of the prejudice and bias that Grace endures. On page 70, Grace is so very excited to try out for the role of Dorothy in the Wizard of Oz. A classmate of hers says, “You can’t be Dorothy. . . Dorothy’s not Chinese.” On page 71, one of the only books they find in the school library about Chinese people is The Five Chinese Brothers. Grace recognizes that the book doesn’t depict real Chinese people and she determines right then and there to write a book about real Chinese-American people. On page 101, a mean girl calls grace a Twinkie, “My brother said Chinese people who are Americanized are Twinkies. Yellow on the outside but white on the inside!”

Interspersed with the everyday activities of a young school girl such as violin lessons, school projects, science fair projects, boyfriends, schoolyard bullies, and the school play are the magnificent family stories and family history that is provided to Grace through the words of her mother. She does a wonderful job of taking her personal experiences and tying them in to the life of Grace and providing her lessons to live by. A thoroughly enjoyable and humorous book that I highly recommend.

AWARDS:

From the author’s website:

• 2006 ALA Children's Notable
• 2006 Asian Pacific American Librarian Association Honor
• 2006 National Parenting Publications Awards (NAPPA) GOLD Winner
• 2007-2008 Texas Bluebonnet Award Masterlist
• 2007 Nene Awards Recommended List (Hawaii's Book Award Chosen by Children Grades 4-6)
• 2007 Cochecho Readers' Award List (sponsored by the Children's Librarians of Dover, New Hampshire)
• NYPL 100 Titles for Reading and Sharing 2006
• Kirkus Best Early Chapter Books 2006
•2006 Booklist Editors' Choice for Middle Readers
•Cooperative Children's Book Center Choice 2007
•Boston Authors Club Recommended Book
•2007-2008 Great Lakes Great Books Award nominee
•2007-2008 North Carolina Children's Book Award nominee
•2007-2008 West Virginia Children's Book Award nominee
•2009 Beverly Cleary Children's Choice Award (OR) nominee
•2009 Pacific Northwest Young Readers Choice Award (WA, OR, ID)nominee

REVIEWS:

School Library Journal: “A lighthearted coming-of-age novel with a cultural twist. 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 Graces cultural background and allow her to make informed decisions. She and her two sisters are the only Taiwanese-American children at school until Melody arrives. The girls become friends and their common backgrounds illuminate further differences between the American and Taiwanese cultures. At the end of the year, the protagonist has grown substantially. Small, captioned, childlike black-and-white drawings are dotted throughout. This is an enjoyable chapter book with easily identifiable characters.”

Booklist Starred Review***: “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! Grace meets a new friend, another Asian girl, and together they enter a science fair, share a crush on the same boy, and enjoy special aspects of their heritage (food!). Grace even wins fourth place in a national book-writing contest and finds her true purpose in life. Lin, who is known for her picture books, dots the text with charming ink drawings, some priceless, such as one picturing Grace dressed as a munchkin. Most of the chapters are bolstered by anecdotes from Grace's parents, which connect Grace (and the reader) to her Taiwanese heritage. 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:

The author’s website: http://www.gracelinbooks.com/


Information about Taiwan: http://kids.yahoo.com/reference/world-factbook/country/tw--Taiwan

Tuesday, November 20, 2012

Tea with Milk


TEA WITH MILK

By Allen Say
 
 

BIBLIOGRAPHY:

Say, Allen. (1999). TEA WITH MILK. Boston: Houghton Mifflin Harcourt. ISBN 978-0-547-
       237473.
      

PLOT SUMMARY:

Tea with Milk, is the story of Say's parents Masako and Joseph. Masako was born near San Francisco and lived there until she graduated from high school. After graduating, her parents were homesick and decided to move back to Japan. Masako, or May (her American name), was considered a foreigner and didn't fit in. She had hopes of going to college but returned to high school in Japan to learn traditional things such as flower arranging, calligraphy, and the tea ceremony, that she didn't learn in California. After her mother meets with a matchmaker and plans an arranged marriage, May decides to plan her own life. She goes to the city and finds a job running an elevator in a department store. When an English speaking family needs help communicating and getting directions, May is able to guide them. May is promoted to working with the customers that speak English. In her new position she meets a young businessman that is Japanese but was raised by English foster parents. They become friends and discovered that they both grew up drinking tea with milk and sugar. When Joseph is transferred to another city, they decide to marry and start a new home together.

CRITICAL ANALYSIS:

Tea with Milk not only shows Say’s family history, but it also shows his mother’s dual cultural identity and how difficult it can be to be from two cultures but not fully of either one. In the beginning of the book, May eats a breakfast of rice, miso soup, and plain green tea while her friends have pancakes, muffins, and tea with milk and sugar. At home, her parents call her Ma-chan, which is short for Masako, and speak to her in Japanese. Everyone else speaks to her in English and calls her May. The first illustration shows a very young May standing in front of a traditional American home, flying an American flag. She is wearing western style little girls’ clothing. The next illustration shows a grown Masako transferred to Japan, wearing a traditional kimono and standing in a drafty, paper Japanese home. She is completely unhappy.

Now that she is in Japan, her plans for college are put on the backburner as she must attend high school again in order to learn Japanese. The other students call her gaijin which means “foreigner” and nobody will speak to her in English. She is also instructed in the womanly arts of Japan such as flower arranging, calligraphy, and the tea ceremony. One picture shows May kneeling in traditional dress learning about the tea ceremony with an older gentleman who is also dressed in traditional clothing. Her mother even hires a matchmaker to find her a good husband from a good family. She rebels against her parents and their traditional ways. She puts on her brightest, western-style dress and departs on her own for the big city of Osaka. The illustrations show the Japanese people in a very realistic way—almost like photographs. Their hair styles, color, clothing, eye color and skin color all reflect the Japanese culture of the time period. The more western-style clothing and architecture of Osaka are also represented.

May applies for a job at a department store and is actually thankful for the calligraphy lessons as she fills out the application. She is hired as an elevator girl. Her mother would not be happy as she believed that “it was shameful for ladies to work.” When she has an opportunity to assist an English-speaking family, she is promoted for her language skills. She becomes the store guide for businessmen. This is how she eventually meets Joseph, her future husband. He is a perfect match for her—raised in the west and speaks English! The picture that shows them at their first meeting in a restaurant also shows another couple. The other woman in the picture is wearing a traditional Japanese kimono and covers her mouth in modesty. Joseph finds out he is being transferred to Yokohama and wants May to join him and start their own life together and build their own home. The last picture shows a very happy couple who would marry and become the parents of Allen Say.  


AWARDS:

Riverbank Review Book of Distinction
Bulletin Blue Ribbon
SLJ Best Book
ALA Notable Book

REVIEWS:

Publishers Weekly:  Say's masterfully executed watercolors tell as much of this story about a young woman's challenging transition from America to Japan as his eloquent, economical prose. Raised near San Francisco, Masako (her American friends called her May) is uprooted after high school when her parents return to their Japanese homeland. In addition to repeating high school to learn Japanese, she must learn the arts of a "proper Japanese lady" flower arranging, calligraphy and the tea ceremony, and is expected to marry well. 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. Say reveals on the final page that the couple are his parents. Whether the subject is food ("no more pancakes or omelets, fried chicken or spaghetti" in Japan) or the deeper issues of ostracism (her fellow students call Masako "gaijin" A foreigner) and gender expectations, Say provides gentle insights into human nature as well as East-West cultural differences. His exquisite, spare portraits convey emotions that lie close to the surface and flow easily from page to reader: with views of Masako's slumping posture and mask-like face as she dons her first kimono, or alone in the schoolyard, it's easy to sense her dejection. Through choice words and scrupulously choreographed paintings, Say’s story communicates both the heart’s yearning for individuality and freedom and how love and friendship can bridge cultural chasms.”

School Library Journal: “[A] thoughtful and poignant book that will appeal to a wide range of readers.”

Kirkus Reviews: “ In describing how his parents met, Say continues to explore the ways that differing cultures can harmonize; raised near San Francisco and known as May everywhere except at home, where she is Masako, the child who will grow up to be Say's mother becomes a misfit when her family moves back to Japan. Rebelling against attempts to force her into the mold of a traditional Japanese woman, she leaves for Osaka, finds work as a department store translator, and meets Joseph, a Chinese businessman who not only speaks English, but prefers tea with milk and sugar, and persuades her that ``home isn't a place or a building that's ready-made or waiting for you, in America or anywhere else.'' Painted with characteristic control and restraint, Say's illustrations, largely portraits, begin with a sepia view of a sullen child in a kimono, gradually take on distinct, subdued color, and end with a formal shot of the smiling young couple in Western dress.”

 

CONNECTIONS:

Other books by Say:

Say, Allen. 1993. GRANDFATHER'S JOURNEY. Houghton Mifflin/Walter Lorraine Books. ISBN-13: 978-0395570357

Say, Allen. 1998. STRANGER IN THE MIRROR. Houghton Mifflin/Walter Lorraine Books. ISBN-13: 978-0395938836

Say, Allen. 1989. THE BICYCLE MAN. Houghton Mifflin/Walter Lorraine Books.
 ISBN-13: 978-0395506523

Say, Allen. 2005. KAMISHIBAI MAN. Houghton Mifflin/Walter Lorraine Books.
 ISBN-13: 978-0618479542


Tuesday, November 6, 2012

The Heart of a Chief

The Heart of a Chief
by Joseph Bruchac
 
 
 
BIBLIOGRAPHY:
Bruchac, Joseph, (1998). THE HEART OF A CHIEF. New York: Puffin Books. ISBN
       978-1-4242-2230-8.
 
PLOT SUMMARY:
Chris Nicola is a 6th grader who lives on the Penacook Indian Reservation but goes to Rangerville school in town. He struggles with his feelings about an absent, alcoholic father, Mito and his reservation's division over whether to build a casino on beatiful, sacred land. He also tackles a school project  on using Indian names for sports teams that attracts a lot of attention from teachers, administrators, and local personalities. Can a 6th grade boy do anything to change people's minds? Can he step up and exhibit the leadership of his forefathers? This wonderful story of a modern Native American family and their struggles will remind readers of Sherman Alexie's The True Diary of a Part-Time Indian, but is geared for the middle school age reader and has a more uplifting, hopeful tone.
CRITICAL ANALYSIS:
This story is a beautiful blending of Native American culture and storytelling with the story of a modern boy trying to find his way through the twists and turns of his 11-year-old life. The novel begins with a description of Gluskabe's Seat and how it was formed just for the sacred art of storytelling. And so, sitting in Gluskabe's Seat, Chris Nicola begins the story that follows.
On page 15, an aspect of Indian culture that is mentioned is that "Indian things--like the seasons and the directions--come in fours." On page 18, Chris looks in the mirror and doesn't just see his image, he sees the faces of his Grandfather and Auntie, and all the faces of his ancestors. His people, his history are always with him, "They are all around me and they are behind me and they are with me."
In his classroom, they are going to discuss the book The Sign of the Beaver. He says his teacher loves the book because "he admires Indians in the past and doesn't really pay much attention to those of us who are still here" (p.19).  Chris frequently uses both his Native language and English. Again, on page 19, " 'Nda,' I say in Penacook. 'No. We did not go away. We're still here.'" On page 71 he says N'mitongwes-- my father. And on page 72 he uses Niawasos--my bear. These are just a few exampes of the language in the novel. There is poignant passage on page 23 where Chris explains what it is to be a modern Penacook kid, "We look at each other. Four reservation kids. We know what kind of Indian we are. The kind of Indian you don't see in Hollywood movies. No noble savages. No horses and headdresses. No tipis and no buffalo. No Tonto (which means 'idiot' in Spanish) to the Lone Ranger. We are a different kind. The kind of Indian who gets ignored at best and treated like dirt at worst. The kind of Indian who lives in second-hand trailers or in old houses with no insulation. The kind of Indian who ends up in foster homes or whose parents fall off the wagon and get killed in car accidents or just disappear. The kind of Indian who knows that hope rhymes with nope." 
When discussing the offensive nature of Indian mascots on page 59, Chris specifically mentions the tomahawk chop, the war whoop, and people in the bleachers yelling "Scalp 'em Injun, Scalp 'em!"
When Chris and his classmates are working on their school project about the use of Indian names for sports teams, he is the group leader and manages his group using Penacook Rules (p.95). These include passing the talking stick and being respectful and taking turns. On page 109, there is a wonderful explanation of Thanksgiving and Squanto and what this means to Native American people.
The positive nature of the book is embodied in the success of his school project, the Penacook's great compromise on the building of the casino, and his father's triumphant leadership. Chris understands that "the heart of a true chief beats with the heart of the people" (p. 153).
AWARDS:
Jane Addams Book Honor, 1999
 Nutmeg Children’s Book Award--Nominated 2003
 
REVIEW EXCERPTS:
School Library Journal: "A contemporary story about an 11-year-old Penacook boy's emergence as a leader. Chris Nicola and his little sister are cared for with affection and wisdom by elderly Auntie and Doda. Their mother is deceased and their father is away battling alcoholism. The stories and traditions of Chris's people give the boy the courage and conviction to deal with life. Upset by the proposed establishment of a casino on a pristine island on the New Hampshire reservation, he and three friends destroy a surveyor's stakes. With unwavering passion, he defends his actions to reservation law officers. Wary but determined, Chris starts sixth grade at Rangerville Junior High and mingles with the white world. He is chosen as leader for a group report on using Indian names for sports teams. His call for unanimity through discussion mirrors tribal practices and generates a presentation that exposes the insensitivity of the school and attracts community attention. Chris is an appealing, resilient, optimistic character. His sincerity wins friends among adults and peers, even the reputed school bully. An effective balance of dialogue and first-person narrative propel the story forward. This upbeat narrative does not disguise the harsh realities of reservation life or the social and emotional struggles of Native Americans. Rather, the qualities of leadership emerge in Chris as he taps into his rich cultural past, recognizes his own potential, and stands up for his values."
 
Publishers Weekly: "Bruchac explores what it means to be Native American in a modern society through the perceptive first-person narrative of 11-year-old Chris Nicola."
 
Booklist: "Readers who see injustice in their own lives will admire how much Chris accomplishes with a simple message of respect."
 
CONNECTIONS:
 
The author's website: www.josephbruchac.com