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Please write an engaging book review. Evaluate it in terms of multicultural issues and criteria and address the credibility of the author. Consider your personal response to the book. Make text to text, text to life connections. Discuss its literary and visual qualities and give an example of a golden line or visual/formatting element that contributes to its quality. Bring in reviews of it where applicable. Consider for whom is the book intended and how might it fit into teaching that audience. Provide examples to support what you say.
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Book Review by Paula White
ReplyDeleteBuffalo Song
Author: Joseph Bruchac; Illustrator: Bill Farnsworth
Genre: Historical Fiction
Topic: Native Americans
Bruchac, J. (2008). Buffalo song. New York: Lee and Low Books. ISBN: 9781584302803.
Buffalo Song is a compelling narrative based on the true story of Walking Coyote, a Native American from the Salish tribe, who raised orphaned buffalo calves on the Flathead Indian Reservation in Montana to save them from extinction. Author Joseph Bruchac begins the story in the year 1873 by describing how a Nez Perce boy, named Red Elk, and his father discover a frightened and confused baby buffalo, left to die by the American hunters who have shot the rest of the calf’s family. The father and son take the calf to Walking Coyote and his wife who patiently nurse the animal back to health, along with many other orphaned buffalo on their reservation. When this Native American couple feels the orphans are strong, a dangerous journey is planned across a large mountain pass in order to bring the buffalo to a larger sanctuary and pasture for grazing. The one lone calf that was discovered by Red Elk ultimately becomes the leader herself and saves her new family from peril on this hazardous trip.
Bruchac authentically tells the story of Walking Coyote and the importance of the sacred buffalo to Native Americans. The author is of Abenaki ancestry, a Native American tribe which originated in Vermont, New Hampshire, and Maine. Bruchac learned a great deal about his culture though his grandfather, in addition to years and years of research. He took several trips to Montana to speak with Native Americans concerning the story of Walking Coyote. The author cross referenced live personal accounts with those written down in texts while also studying paintings of the time period. Careful analysis of historical events is extremely important for Bruchac because he wants to portray his own Native people honestly and counter the bad images other writers have created in the past. Bruchac holds a Ph. D in Literature from the Union Institute of Ohio and has received many honors for his seventy books including the Boston Globe Book Award, Parent’s Choice Gold Award, and Lifetime Achievement Award.
Bruchac researched, wrote, rewrote, and worked with illustrator Bill Farnsworth for a long period of time prior to the book’s completion. Buffalo Song actually took twelve years to publish. Farnsworth visited Montana reservations; took photographs; drew sketches; and adjusted his illustrations of Native American clothing, physical characteristics, and life styles based on Bruchac’s knowledge and real life experiences. His oil paintings are filled with the colors of nature as they show the beautiful plains, valleys, and hills of the Western United States. He truly captures the magnificence of the buffalo and horses. Some critics claim that the illustrations of the people look stiff and emotionless. I would have to disagree. At the heart of the story is the respect and commitment Walking Coyote and other Native Americans display toward the buffalo. They took their mission seriously and their straight posture and stoic expressions clearly represent their intensity. There are times of triumph when the characters do show heartfelt emotion such as when Walking Coyote carries a buffalo calf back to his herd with the sheer satisfaction that he has saved him from hunters.
There are some similarities among the appearances of the Native Americans in the book, but I believe these likenesses have more to do with culture and tradition rather than stereotyping. The males and females do have long braided hair and the long female dresses and male pants are similar, but not identical. Each tribe seems to have its own special ceremonial dress. Also, there are differences in the males’ shirts, hats, jewelry, and headbands. Their facial features are clearly Native American, yet each one is unique in terms of physical characteristics. Both young and old are depicted on several pages.
Buffalo Song (continued)
ReplyDeleteNative Americans are portrayed as thoughtful, hardworking, leaders in this book. Walking Coyote and his wife struggle to save the buffalo, one by one, which were hunted to near extinction. You can’t help but feel close to these people who barely had enough food to feed themselves and yet took the time and effort to make sure stranded and wounded animals had food and proper care to survive. When Bruchac researched Walking Coyote he discovered that this man’s concern for the buffalo was so strong that he ended up virtually penniless taking care of the herds.
The story of the hunted buffalo is not sugar coated, but it is not so horrific as to be disturbing to young readers. The first illustration does depict a young calf huddled close to its dead mother’s side after its family has been killed. Slain buffalo are scattered over the plains but no blood is shown. Readers will most likely walk away from the book with a feeling of anger at the white hunters who killed thousands of these animals for only their tongues, but the author does not dwell on these facts by magnifying the actions of these men. Rather he focuses on the kind deeds and compassion of the Native Americans as they strive to protect an important American symbol.
Buffalo Song captured my attention from the first riveting pages of the young calf, weak and alone, to the last page depicting healthy buffalo covering the landscape on the Flathead River Reservation. I was drawn into this amazing story by my own dramatic questions concerning the plight of this one lone calf along with the fate of the entire buffalo herd. As I read I could almost hear Walking Coyote’s song that he always sang when he carried calves to safety, “Hetcha hey, Hetcha ho, Hetcha hey yeh ho”.
Although many of the words in the text are simply written, they surely touch the heart. For example, Walking Coyote speaks to the wounded calf by saying, “You are a brave one my Little Thunder Hoof. Your Buffalo People kept my people alive. You gave us food and shelter. You strengthen our spirit. Now it’s my turn to help you” (p.15). It’s obvious that Walking Coyote had a great deal of admiration for buffalo as is displayed when he speaks to the calf as if it were a person. I also found that the passage of time keeps in the tradition of Native Americans by measuring days and months through the rising and setting of the sun as well as the seasons in which the buffalo shed their coats.
To further build background knowledge, Joseph Bruchac includes an afterward which describes other groups and individuals who helped to save the buffalo from extinction, along with information about Walking Coyote and his descendents. The book ends on a positive note leaving the reader with the knowledge that there are now approximately 250,000 buffalo which roam across North America.
In an interview, Bruchac mentions that Native American stories usually have lessons. The message he hopes readers will understand in the story Buffalo Song is that one determined person can make a difference in the world. Bruchac tells others to have pride and not limit their possibilities by how they are judged by the outside world. What an inspiring goal for the students we teach!
Buffalo Song (continued)
ReplyDeleteI highly recommend this picture book for grades one and higher. It tells of true events sprinkled with fictionalized conversations between characters. The book would be great to use during a unit on Native Americans. Timelines of the efforts to save the vanishing buffalo could be created for the period of 1870-1890. Research articles, books, and the internet contain a wealth of information about the relationship between the buffalo and the Native Americans. I would make sure that my students understood that both the Native Americans and white men hunted the buffalo. The Native Americans used the entire buffalo for food, clothing, and shelter as the need arose, while white hunters tended to kill for the buffalo tongues and hides only, leaving behind the skinned carcasses to rot on the plains. These white hunters invariably killed five times as many animals as could be utilized. The tongues and hides were valuable and thus worth a great deal of money. The buffalo were hunted down to near extinction with no thought to the future. Venn Diagrams and semantic mapping could be generated by students to compare and contrast the plight of the buffalo to other species which are near extinction.
A thoroughly researched debate could be held with two opposing teams (viewpoints): the white hunters and the Native Americans. Both parties used the buffalo to survive, as a means of living via clothing, food, and/or money. A whole discussion could ensue as to whether or not the buffalo were needed for these people to survive or were merely used to acquire wealth. The issues of wants verses needs could be debated and integrated with individual and group values in today’s world. Interviews of parents, teachers, students and community members might be worthwhile to determine the ways people use animals today (for food, clothing, etc) and the role of animal activists. Dialogue could also focus on the reader text connections between Walking Coyote and other characters in classroom novels. I know that Walking Coyote’s courage and desire to help others reminded me of Elijah in the story Elijah of Buxton because Elijah traveled by himself to attempt the rescue of slaves from the United States to Canada even though he was risking his own life. The deeds of Walking Coyote might also be compared to today’s heroes: those who have fought for our country’s freedom or given their time and dedication to help the less fortunate. There are endless possibilities for this remarkable piece of literature!
References
Bruchac, J. & Farsworth, B. (2008). Buffalo
song. New York: Lee & Low Books.
ISBN: 9781584302803
Curtis, C.P. (2007). Elijah of Buxton. New
York: Scholastic. ISBN: 978043902344.
Websites:
www.billfarnsworth.com
www.josephbruchac.com
www.leeandlow.com
www.americanindiansinchildrensliterature.blogspot.com
www.barnesandnoble.com
www.montanakids.com
www.geocities.com/SoHo/Atrium/4832/buffalo4
The book that I chose to do my book review for Native American literature was Crazy Horse’s Vision, by Joseph Bruchak. Bruchak is an acclaimed Abenaki Native who has written about 500 books aimed at children and young adults. He has earned his masters and his Ph.D in Comparative Literature from Union Institute in Ohio. He has won numerous accolades and awards throughout his career. He lives with his wife in the Adirondacks of New York state.
ReplyDeleteThe book follows the journey of young Curly, who learns about respect toward one’s elders by the time the story is through. The story involves young Curly, who seems to be a gifted child, as he kills a buffalo by age thirteen and provides meat for his tribe. After the white man attacks his tribe, he goes on a vision quest, but without first seeking the aid of his elders. As a result of that mistake, his vision is not able to be seen and interpreted until he does so. When he does, his vision is presented to him, and as it turns out, he is destined to become the leader of the tribe. The book is probably served best for a class about to begin a unit on Native American history.
The illustrations were sort of drab in this story, but maybe that is what S.D. Nelson was going for to set the tone. It was told in the third person, which detached the reader from the action. Compared to the last book I read, I Lost My Tooth in Africa, I didn’t feel like I connected with this book one because of that third person perspective. I liked how the narrator of I Lost My Tooth engaged the reader and made you feel like you were right there with her when all of those things happened in the story.
The article on line discussed the stereotypes that often depict Native American characters in a negative light, but I don’t think that this book falls into that trap because for one, it was written by a Native American who has been writing for many years and seems to have mastered his craft, with proof coming from the numerous awards that he has won through the years.
Paula Bordonaro
ReplyDeleteBook Review: Sacagawea Author: Lise Erdrich Illustrator: Julie Buffalohead
October 27, 2009
This biography is a beautiful recount of a young Shoshone girl who was captured and taken from her people by Hidatsa warriors. Shortly after the captivity she joined a Hidatsa family and was given the name Sacagawea. It seemed that she lived with this family for many years until she was given in marriage to a French fur trapper, named Toussaint Charbonneau. Her husband was at least twenty years older and she was all but seventeen. Soon after marriage, Sacagawea gave birth to a baby boy. When the baby was two months, Sacagawea set off on an expedition with Lewis and Clark. Charbonneau asked the Corps of Discovery to hire him as an interpreter and this set the journey of discovery in motion. Sacagawea traveled thousands of miles through the Rocky Mountains with a baby on her back. She was the true heroine. She helped the expedition by looking for plants to keep the crew healthy and she gathered food during scarcity. Sacagawea was used as an interpreter when it came time to ask the Shoshone people for horses to cross the mountains. At one point, Sacagawea even saved her husband from death. Being carless, Charbonneau spilled the expedition’s valuables overboard. However, Sacagawea was able to retrieve the captain’s belongings (journals, maps, medicine) and the expedition continued. The expedition allowed Sacagawea to witness the Pacific Ocean for the first time.
For the most part, I believe that Lise Erdrich stays true to the historical expedition of Lewis and Clark. However, she briefly touches on Sacagawea’s feelings. As a reader, I might be a bit confused on why Sacagawea was feeling content especially after being taken from her family and her community. Erdrich talks about how Sacagawea has pleasure in tending to the garden. “ Sacagawea learned to sing to the corn to help it grow.” Then Erdrich goes on to describe how she was married to a man who was twenty years older than her without any opposition. I believe Erdrich portrayed the character as being very accepting. I know this must have been survival mode, but I wonder if there are any historical facts that show some kind of fight from Sacagawea. In the story there wasn’t any evidence of resistance or refusal, so I am assuming that Erdrich didn’t find any other characteristics in her study of the expedition prior to this writing. As a young fifth grader, I might ask why Sacagawea was so cooperative even when reunited with her brother, Cameahwait. Sacagawea was disheartened but she still said good-bye and continued the expedition without any defiance.
Many readers may have thought the reunion with her family could have been a way out. Instead, she chose to move along with the expedition and she truly seemed intrigued by the journey through the west. By the end of this story, I can justly state that Sacagawea was brave and even an intelligent woman, but I am quite aware that I didn’t really get to know her as a human being or even know her as a Shoshone girl. It would have been great to really experience her inner struggles a bit more.
ReplyDeleteJulia Buffalohead’s illustrations were truly beautiful. The oil paintings were skillfully detailed with earthy (green and brown) soft colors. It really reminded me of the true respect Native Americans have for the earth and their land. However, I found that the pictures depicted the character of Sacagawea a bit different than that of Erdrich’s portrayal. In the pictures, Sacagawea seemed dismal through out her experiences and I did not have that somber feeling when reading the text. In addition, the other character’s faces were more indistinct than that of Sacagawea’s, so I am left wondering what was Buffalohead’s goal or what message was she implying.
The Author’s note, the Afterword section and the timeline were great features in the text. It really allowed the reader to have some background knowledge on the character and visualize the long journey of learning and discovery. However, if I were to read this to young readers I know that prior knowledge would be a big factor and additional activities would have to be built in before the actual reading the text.
Megan Leonard
ReplyDeleteReading 667
Picture Book Review
Title: Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom
Author: Tim Tingle
Illustrator: Jeanne Rorex Bridges
Copyright: 2006
Publisher: Cinco Puntos Press
Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom (CBC) was written by Tim Tingle and illustrated by Jeanne Rorex Bridges. It is a story based on Native American history, written by a Native American, and illustrated by a Native American. The story takes place by a river called Bok Chitto that is in Mississippi right before the Civil War. On one side of Bok Chitto lived the Choctaws and on the other side of the river lived plantation owners who owned slaves. If a slave was able to make his or her way across Bok Chitto, the slave would be free by law. The story focuses on Martha Tom, a young Choctaw Indian who crosses Bok Chitto to pick blackberries for a wedding. This was unheard of – Martha Tom was told to never cross the river. Only the Choctaws know that there was a spot in the river where there were stones piled right beneath the surface, for they were the ones who had piled them there. When Martha Tom was picking blackberries on the slave side of the river she witnesses slaves worshipping at a forbidden slave church in the fog and befriends a young slave named Little Mo. Martha Tom teaches Little Mo how to cross the river on the stones on his own. They meet regularly and become good friends. When Little Mo’s mother is about to be sold by his owner, Little Mo guides his family over the rock path in the river to the Choctaw side. Martha Tom’s village helps to cross and hide that family and creates quite a “sight” that leaves the men hunting the slaves baffled and in awe.
Tim Tingle is a well known author, storyteller, and speaker. He is an enrolled member of the Choctaw Nation of Oklahoma and he presents at storytelling and folklore festivals all across the United States. Many of his books are stories based on interviews with Choctaw elders and folklore. He keeps in contact with members of the Choctaw tribe and interviews them to help tell stories and write tales. Tingle’s first book Walking the Choctaw Road was chosen by Storytelling World Magazine as Best Anthology (2003) and by Oklahoma Reads Oklahoma and Alaska Reads! as Book of the Year for 2005. He has also won other awards for other books he has written. Tingle actively collects Choctaw lore in Oklahoma and visits Choctaw tribes around the United States in order to write and tell Native American stories.
CBC was selected as an ALA Notable book in 2007 and in winning the 2006 Oklahoma Book Award for both author and illustrator, it became the first book in the history of the award to win both categories. Tingle researched information for CBC thoroughly. The story is based upon an old Choctaw wedding chant that Tim Tingle heard when he visited a Mississippi Band of Choctaw Indians. He spoke with tribe members, visited the area where the story takes place, saw the river, and wrote this story based on the chant as a tribute to the Indians of every nation who helped runaway slaves reach freedom. Tingle includes in his picture book information about Choctaws, an Author’s Note about information in the story, and biographies and websites about the illustrator and himself.
ReplyDeleteJeanne Rorex Bridges is an award winning artist of Cherokee ancestry and creates art that depicts shared history of Southwestern Indians and African Americans with her Native American work. She has won several awards, mostly in Native American art competitions. She paints in a flat style that is a style of Indian art. Bridges (2009) believes that, “To produce Indian art, you should understand the human anatomy, the tradition and history of Indian people, and be able to portray your feelings in the work. Indian Art is not just a ‘pretty picture.’” That is the style that is portrayed in CBC. Although Bridges uses the flat style of painting in CBC, the Native Americans and African Americans portrayed in the picture book look different from each other and have unique characteristics. The Native Americans illustrated don’t all look like each other and the African Americans that are illustrated do not all look the same or have all of the same features as well. Even though most of the characters shown are either Native American or African American, they look unique to each other and even have different tones to their skin coloring. The styles depicted in CBC are also true to the time period and fit what Native Americans, slaves, and plantation owners would wear.
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ReplyDeleteThis picture book is rich in authentic cultural details. Both the illustrator and author put a lot of thought into their specific parts of CBC. The illustrations are a true style of Native Americans and this book is based on a wedding song that was told to Tingle by an actual Choctaw elder named Archie Mingo. The author took the time to research this story and visit the area in Mississippi where the song was sung. Mingo took him to a small home once inhabited by Choctaw Indians that helped runaway slaves and the river Bok Chitto where the Choctaws had actually once built a stone path beneath the surface. Tingle’s story in the book is based on stories and songs that have been passed down through generations according to story tellers and historians of Choctaw history. Much came from spoken word rather than printed word. “The story is documented the Indian way, told and retold and then passed on by uncles and grandmothers. CBC, in this new format – of language and painting, this book way of telling – is for both the Indian and the non-Indian” (Tingle, 2007). Although Tingle adds some fictional aspects, such as the characters Martha Tom and Little Mo, the story is based on the chant that was sung at Choctaw weddings. After doing some research, I did find that this area was (and still is) inhabited by Choctaw Indians, there is a river by that name there, and there were slaves on plantations in that area at one time. I was not able to find any information about if the stones were actually piled under the surface of the river, but in Tingle’s Author’s Note, he says that it is true. I also did find in my research that some Choctaw Indians did own slaves, so not all Choctaw Indians would have helped to emancipate slaves in Mississippi during that time (Ben, 2007). But it was also pointed out that, “…as Tingle notes there are stories from more traditional (usually full blooded) communities in Mississippi, that support the premise of Crossing Bok Chitto wherein slaves were given refuge” (Ben, 2007). The details in this specific story though are accurate.
ReplyDeleteThe characters in CBC are well researched and accurate. They come together to cooperate and solve their problem by helping the slaves reach freedom across the river. Characters do not look to a cultural group that is deemed “higher” in order to solve their problems for them. Both the Native Americans and African Americans come together as a community and families to help Little Mo’s family escape. Leadership is shared and both adults and children help to problem solve a solution to help the family. There are several economic statuses portrayed in the book that are historically authentic. They are represented the way that cultural group would have been in that area during that time period. In the story, the white people, who are the plantation owners, were illustrated and described as rich and were people who owned slaves. The African Americans in the story were slaves that were owned by those plantation owners. There were no free African Americans depicted in the book until Little Mo’s family successfully escaped at the end. Finally, the Native Americans were described and illustrated as mostly farmers and gatherers in this story. They were not stereotypically represented with bows and arrows, using war whoops, living in teepees, or as being violent. These cultural groups were depicted historically correct in CBC. Some traditions and customs are touched upon in this story, such as the Choctaw wedding preparation and ceremony and attending forbidden slave churches. Historical information is included.
ReplyDeleteImportant facts and issues are not sugar coated, but brought to the forefront of this book. Little Mo and his family need to escape to be free and also to stay together as a family unit. If they don’t try to escape and get passed men with guns and dogs, Little Mo’s mom will be sold to another plantation. This really shows how intense these situations that revolve around slavery could be. Families were separated, escaping was dangerous, and they had no freedom. It also shows how escaping was not easy and that help was often needed to do so. Martha Tom and people in her tribe help Little Mo’s family and allow them to cross the river to freedom. Because these characters are realistic and their problems are real and of a specific time period, the book invites readers to analyze the book and reflect upon what was read. Readers can ask questions and look deeper into issues of slavery, freedom, cultural groups especially Native Americans and African Americans, traditions, stories passed down to different generations through song and the spoken word, and even styles of art that are in the illustrations.
This book is also unique because both Native Americans and African Americans are represented in the book. Often time only one of these cultural groups is portrayed in a book at a time. Here, two minorities come together to help a family in need and the readers connect to the characters as people, not a cultural group or a stereotype. These aspects of the book make it a great resource in a classroom. The way this book is written and illustrated, it invites the reader to have an opinion, be angry about slavery and families being separated for no just reason, cheer on the protagonist who helps a person in need, ask questions, have discussions, talk about what was learned, and add to their background knowledge about Native Americans, slavery, Choctaw Indians, wedding traditions, etc. The story is appealing and written in an easy to understand format so it would be a great read aloud, tool for a minilesson or lesson, resource about Native Americans and African Americans before the Civil War, historical fiction example, and social injustice piece. Some teaching before reading may need to be done depending upon the students’ background knowledge with Choctaw Indians, Native Americans, late 1800’s, slavery, etc. Cinco Puntos, the publisher, also provides study guides and activities at www.cincopuntos.com.
ReplyDeleteAfter reading CBC and writing my review, I did take the time to look at what other readers thought about this picture book. Many feel that the essence of the illustrations draw the reader deeper and tell their own story. Publisher’s Weekly on Barnes & Nobles’ Website (2006) commented on the illustrations as saying, “Many of the illustrations serve essentially as portraits, and they're utterly mesmerizing-strong, solid figures gaze squarely out of the frame, beseeching readers to listen, empathize and wonder.” All in all, the story is warm and leaves the reader feeling happy for Little Mo’s family. “Crossing Bok Chitto is very highly recommended for all young readers as a celebration of diversity, acceptance, and unity in a remarkable production of expert authorship and invaluable illustrations” raves Midwest Book Review (2006). Readers also found the notes at the end of the book helpful and interesting as I did. Elizabeth Fronk (2006) from Children’s Literature on Barnes & Nobles’ Website said, “The notes at the end also provide useful information to learn more about the Native Americans in history and the background of the story. While, this is a picture book; it would make a wonderful read-aloud for middle elementary students.”
This picture book did capture my attention as a book I would like to read again and use with my class. It is a heart warming story and I like how both Native Americans and African Americans were portrayed in the book. That will lead to some great discussions in my classroom. The story is really engaging and really neat because it is based on historic chants, songs, and stories. There is a lot of history found in this book even with fictional parts that are added into the book. The illustrations were not my favorite and I don’t feel as though kids can connect to them well because they are very “flat” and almost emotionless, however, I like how the illustrations are a specific style to Native American art. That would be a better discussion point with my students rather than if we liked the illustrations or not. A line that greatly stood out to me in CBC that I would discuss with my own students is, “When they reached the Choctaw side of the river, they blew the candles out and disappeared into the fog, never to be seen on the slave side again.” That line gives me chills and leaves me with this wonderful sense of hope and people coming together for a greater good. If I were a Choctaw Indian, I would be proud to pass this story/chant down to the next generation of people in my tribe. I highly recommend this book to others.
ReplyDeleteBen. (2007). Tim tingle’s crossing bok chitto (Review of the book Crossing bok chitto: A choctaw tale of friendship & freedom.). Message posted to: http://americanindians inchildrensliterature.blogspot.com/2006/11/tim-tingles-crossing-bok-chittonote. Html
Bridges, J. R. (2009). Rorexbridges studio. Retrieved from www.rorex-art.com
Cinco Puntos (2009). Jeanne rorex bridges. Retrieved from http://www.cincopuntos. com/ artists_detail.sstg?id=12
Tingle, T. (2007). Crossing bok chitto: A choctaw tale of friendship & freedom. Hong
Kong: Cinco Puntos Press.
Tingle, T. (2009). Tim tingle: Storyteller. Retrieved from www.choctawstoryteller.com
Resources Also Used:
www.amazon.com
www.barnesandnoble.com
This year I had to teach World Lit. of which I was very unfamiliar. So far, it has been better than I expected, because I never read "The Epic of Gilgamesh" or an African proverb called "Sundiata" before, and I was thinking that these kids that I'm teaching probably don't even know it, but they are at least allowed to see that writing wasn't started by European white males. they were started much earlier than that. I only allude to this because my students come from well to do families for the most part, and they are isolated. Our school is predominantly white, although we've made strides to start including other races besides Caucasian to wall through our hallways.
ReplyDeleteWhen I taught American lit, the theme for the sophomores was called "Cultures Coming into Contact", and at the end of the year the students would go on a field trip to the lower west side of New York City, visiting Chinatown, Little Italy, and the business district, including Wall Street. I was thinking how lucky these kids were in that they were experiencing something that I never dreamed at their age. Some of them took it seriously (the trip) while others acted just as their name implies, sophomoric, and treated it as any other field trip, but the ones who actually paid attention and listened to the tour guides got much out of it. Before the trip, though, the students spend their first period class in the dining hall, where two Native Americans from Arizona would regale them with tales of their culture, while playing instruments that were also representative of their customs. What could have been extremely corny actually turned out to be a great time, because they also included student participation into their program. What they did a great job at was a question and answer session where the kids asked them questions like "How many members of your tribe are there left"? and "What do you think of professional teams that use references to Native Americans in their names"? I thought these were valid questions, espeically now that I've come across these same questions in the online article. This husband and wife team dispelled many stereotypes that were common among their own tribe and of the entire Native American culture as a whole. I never missed their presentation because I thought that it was that important to listen to those who were here before us. We can always learn from their customs, no matter how closed minded one can be.
Finally, one more point, especially concerning the topic of the sports teams and the Native American names, I’m still surprised that professional sports hasn't been as pro-active, as say college sports. St. John's University, in New York City, once was called the "Red Men"< but after coming to their senses, re-named themselves the "Red Storm", although not as visually appealing, but definitely not as offensive to some, either. What my story lacked in visual appeal, as I mentioned in my previous post, it made up for in cultural authenticity, as documented by Bruchak himself, who performed the extensive research on Crazy Horse and came up with a suitable narrative that children from about ages 8-12 would enjoy. I know it sounds like a strange age range for the book, but I don’t teach elementary ed, so I could be off, but I thought that the book was too complex for a K-2nd grader, and just about right for a 3rd-6h grader, the 3rd grader for perhaps a project of some sort where they could perform some research on a Native American tribe of their choice, which could be done in Social Studies classes, further expanding on the writing across the curriculum that we try to push. I do think that the writing of my story is a bit too complex, and had it not been, could have appealed to a wider audience.
Book Review by Chris Mormile
ReplyDeleteAuthor: Joseph Bruchak
Illustrator: S.D. Nelson
Copyright: 2000
Publisher: Lee and Low Books Inc.
New York, NY
Websites used for research:
www.josephbruchac.com/bruchac_biography.html
www2.scholastic.com/browse/contributor.jsp
www.enotes.com/salem-history/joseph-bruchac
www.bookrags.com/Joseph_Bruchac