The Absolutely True Diary of a Part-time Indian by Sherman Alexie

Alexie, Sherman, and Ellen Forney. (2007). The Absolutely True Diary of a Part-time Indian. New York: Little, Brown. ISBN: 978-0-329-65316-3.

Brief plot summary:

The Absolutely True Diary of a Part-time Indian is a novel about and narrated by Arnold “Junior” Spirit, a 14 year old boy living on the Spokane Indian reservation in Washington. Junior is a target for bullies (kids and adults alike), has an alcoholic for a dad, and has a damaged, ex-alcoholic mom. He is dirt poor, suffers from a brain problem (hydrocephalus), and has a best friend with major anger-management issues. He feels as if his life is destined to stay the same forever. That is, until seemingly out of nowhere, one of his teachers convinces him to leave the reservation to attend the white school 22 miles away. After all, if he doesn’t get away from the reservation, he will not reach his full potential. Junior bravely decides to transfer schools (causing great upset from many of the reservation residents) and the events that follow may surprise (they certainly surprised Junior).       

Critical analyses:

Overall impression: Hilarious, informative, and definitely a perfect book for most teenage boys.

This book is a gold mine when it comes to cultural markers. Alexie, a Native American himself, considers this novel nearly 80% autobiographical (Alexie, 2009) . It’s hard to claim that any of it is negatively stereotypical when it’s nearly all true and written from the perspective of Alexie. The characters are believable and authentic. Some characters do fit into common stereotypes such as “all Native Americans are alcoholics” (Ridgway, 2013) but Alexie’s own father was an alcoholic and that was just a fact of life. Alexie said “The book is honest about some terrible things, a terrible life” (Alexie, 2009). This part of the story is not meant to be stereotypical but instead it is meant to reveal the true nature of this particular reservation. Other than that, the story’s characters are relatively diverse and balanced. Everyone is different. Some are smart, some are average, some have anger issues, some are kind, etc. One issue that Alexie directly addresses using Junior’s voice is the assumption that Indians are paid by the government. “[W]hite people everywhere have always believed that the government just gives money to Indians” (119) but in reality, everyone on the reservation was between poor and dirt-poor.  

Throughout the story are cartoon drawings by Junior (really drawn by Forney). These cartoons represent the characters in an authentic way (that is, when they are not purposely meant to exaggerate features). Most of the drawings are emphasizing a point which requires some distorted features of the characters and setting but there are some that show the people in Junior's life as they really are. On page 27, for example, is a drawing of his sister whom he admires. She looks like a typical teenage girl ("acne scars that somehow make her look tough and pretty at the same time") while also showing her Native American physical characteristics. As for the exaggerations, on page 109 is a picture of Junior's girlfriend's dad depicted as a hideous slug with the speech bubble "BLEEEEATHPGH." (By the way, the print version that I have uses black and white images but the eBook version had color pictures so I definitely recommend the eBook.)

The entire book is a continuous stream of insight to the contemporary Native American culture. Their values and traditions are mentioned directly and indirectly throughout the story. At the beginning of the book, Junior and his best friend, Rowdy, go to the reservation's powwow. "This was the 127th annual one, and there would be singing, war dancing, gambling, storytelling, laughter, fry bread, hamburgers, hot dogs, arts and crafts, and plenty of alcoholic brawling" (17). Later, Native American traditional dress is brought up briefly. It is interesting because the reservation makes fun of a rich white man that "love[s] Indians" (163). He is a collector who tries to return a sacred dress to the people of the reservation but it turns out that he is completely wrong about its history ("Looking at the beads and design, this doesn't look Spokane at all"). Another Native American value (or at least a Spokane value) is that fighting is what you’re supposed to do in a lot of situations. For example, “If somebody insults you, then you have to fight him.” (See page 61 for the entire “Unofficial and Unwritten (but you better follow them or you’re going to get beaten twice as hard) Spokane Indian Rules of Fisticuffs.) Junior realizes later though that, although these are the rules that he grew up with, they are not the rules of everyone and must learn other methods of dealing with people. The last Native American value I’ll mention is that of the closeness of the people living on the reservation. “[Y]ou just have to walk out the door and throw a rock, and you’ll hit a cousin” (Alexie, 2009). Whenever Junior decides to leave to attend the Reardan school, part of the people saw him as a traitor. His mom said “The Indians around here are going to be angry with you” (47). Fortunately for Junior though, many of his friends and family though his decision was brave and they respected him for it.

The Absolutely True Diary of a Part-time Indian has the potential to spark many interesting, educational discussions. Yes, much of the content it considered controversial, but it is real. If nothing else, readers will realize how distorted our (white Americans) knowledge of this complex culture is and will learn a little bit about the truth.

Review excerpts:

“[A] masterpiece in young-adult literature.”

--Native Peoples Magazine, 2008

“Younger teens looking for strength to lift themselves out of rough situations would do well to start here.”

--Booklist, 2007

Connections (related books, activities, children’s responses, etc.):

This book could spark some great discussions among young adults. First, many people don’t realize that there are actual reservations with actual Native Americans. Teens could discuss why Americans have the wrong idea about Native American culture. Second, there are many controversial topics within this book (alcoholism, poverty, violence, sexual references, and racial slurs, to name a few). Teens could discuss the importance of intellectual freedom and why they should be free to read books such as this one. Yes, some of the content is considered inappropriate, but it is realistic. People are dealing with these issues every day.

Alexie, S. (2009). Fiction and Poetry Award Winner: The Absolutely True Diary of a Part-Time Indian. Horn Book Magazine, 85(1), 25-28.

Ridgway, S. (2013, June 21). Common Native American stereotypes debunked. Retrieved from http://everydayfeminism.com/2013/06/common-native-american-stereotypes-debunked/

When Turtle Grew Feathers by Tim Tingle

Tingle, Tim, and Stacey Schuett. (2007). When Turtle Grew Feathers: A Folktale from the Choctaw Nation. Atlanta, GA: August House LittleFolk. ISBN: 978-0874-86-773.

Brief plot summary:

This story is the Choctaw version of Aesop’s fable “The Tortoise and the Hare.” It begins with Turtle taking a nap, when Turkey accidentally steps on him and breaks his shell. Turtle forgives Turkey and they ask the ants to help mend the shell. Afterward, Turtle allows Turkey to try on his shell. While Turkey is still wearing it, Rabbit appears, ready for a race. Rabbit does not realize the situation and is (to his surprise) beaten by a flying turtle.

Critical analyses:

Overall impression: Interesting and fun version of the traditional tale.

Tingle’s rhyming narration and Schuett’s colorful illustrations present a fun version of the old tortoise and the hare tale. Because the only characters are animals, the cultural markers are not quite as present as would be otherwise. The main cultural attribute is that the tale originates from the Choctaw people. Its differences from the Aesop version highlight the values of the Native Americans. The moral of the Aesop fable is that slow and steady wins the race; that taking your time and doing your best is better than rushing through and only doing so-so. In this case, Tingle ends with “[Y]ou don’t have to be the biggest, or the fasted, or the best. But it sure is nice to be friends with those that are!” With this knowledge, kids might conclude that Native Americans (or at least the Choctaw) value everyone; that everyone doesn’t have to be the greatest because everyone is good at something and we can all help each other to achieve success. (Also, bullies will not win in the end).

With the help of Schuett, Tingle presents this story in an entertaining way. The illustrations are colorful, bold, and expressive. It is easy to tell what the characters are thinking by their facial and bodily expressions. Kids will enjoy following the story using the pictures. These fables aren’t meant to be taken as truth, but rather as a fun way to present a moral that is important to the people/culture who created it.

Review excerpts:

“...Tingle [], a member of the Choctaw Nation, proves once again that he’s a vivid and generous narrator; the mesmerizing cadences of oral storytelling transfer seamlessly to the written word.”

--Kirkus, 2007

“Use this book as a variation to a common folktale, an introduction to Native American lore, or as a fine read-aloud all on its own.”

--School Library Journal, 2007

Connections (related books, activities, children’s responses, etc.):

I just wanted to mention that my library’s copy of this book is signed by Tingle and he wrote “Read this book in funny voices!”

Activities: compare the Aesop version with this one (Why are there different versions? How do the differences reflect the different cultures?); with guidance, kids can check out this website (http://www.native-languages.org/legends.htm) and learn more about the many different Native American legends and folklore.

A Boy Called Slow by Joseph Bruchac

Bruchac, Joseph, and Rocco Baviera. (1994). A Boy Called Slow: The True Story of Sitting Bull. New York: Philomel Books. ISBN: 978-0399-226-922.

Brief plot summary:

This picture biography tells the childhood story of the famous Native American, Sitting Bull. It begins when he is born in 1831 to the family “Returns Again” of the Lakota Sioux. Per tradition, he is given his name according to his behaviors as a baby. Because he is such a cautious, careful boy, he is given the name “Slow.” Also according to tradition, members of the tribe are able to earn a new name if they achieve something great. Slow is determined to do just that. As he grows, he earns respect from his peers and his family through his cautious nature. When he is 14 years old, he decides that it is time to help his father and the other men during a raid of a neighboring tribe. He succeeds during the raid and earns his new name, Sitting Bull (or, Tatan’ka Iyota ‘ke).    

Critical analyses:

Overall impression: Sets the stage for Sitting Bull’s life and legacy.

Bruchac and Baviera together created an authentic depiction of Sitting Bull’s childhood. Bruchac’s words give readers an accurate representation of SItting Bull’s culture and life by using authentic vocabulary (“Some said that the horses were brought by the wasicun, the white man.”), factual names (Four Horns, Returns Again, Lakota Sioux), and factual events. Also, Bruchac incorporated some of the beliefs of the Lakota Sioux people. The story mentions the Creator, Wakan-Tanka, and an important element of the story is the Lakota Sioux’s value of tradition (the naming ceremonies).

Through his illustrations, Baviera complements the narration. He uses paintings, mostly dark (browns, oranges, and blues) to depict the lives of Sitting Bull and his family. His portrayal of the outdoor setting is true to nature and his representations of the people are consistent with historical knowledge of skin tones, facial features, and clothing.   

Review excerpts:

“It is a tale that will intrigue young readers for many reasons, not the least of which involves seeing a fellow youngster triumph over a label that brings with it the taunts and teasing of others.”

--Native Peoples Magazine, 1995

“This picture book coming-of-age story's important message - that success comes through hard work and determination rather than as a right of one's birth -comes through clearly.”

--Horn Book, 1995

Connections (related books, activities, children’s responses, etc.):

Related books: Who Was Sitting Bull?; Sitting Bull: Lakota Warrior and Defender of His People; Sitting Bull’s Tomahawk; Remember Little Bighorn: Indians, Soldiers, and Scouts Tell Their Stories

Activities: This is just a weird idea that came to mind, but kids could think of names they might have been given by their parents if their names had to be based on their behaviors as babies and maybe give themselves a new, better name based on something good that they have done since.  

Neighborhood Odes by Gary Soto

Soto, Gary, and David Diaz. Neighborhood Odes. San Diego: Harcourt Brace Jovanovich, 1992. Print. ISBN: 0-15-302259-0.

Brief plot summary:

Neighborhood Odes is a book of free verse poems (odes) written by Gary Soto. Each poem describes an event (like watching fireworks) or object (like tennis shoes or tortillas) that Soto remembers from growing up in his Mexican American neighborhood.

Critical analyses:

Overall impression: Good selection of free verse poems for describing Mexican American culture as a child. The poems didn't seem to flow like I would have liked, but the humor and relatability (for all kids) made it worth reading.

This book of poems revolves around Mexican American culture (particularly, Soto’s own childhood). Soto uses Spanish words throughout the poems to emphasize the Mexican American culture.The characters are not stereotyped, but in fact based on actual people. Their cultural experiences are authentic and relatable not only to Mexican Americans, but most Americans in general. Kids from all backgrounds can relate to getting snow cones (raspados) and running through the sprinklers in the summer, or playing with their dog (perrito) or cat (gato), or watching fireworks go off. In addition to Soto’s poems, the illustrations by David Diaz add to the cultural aspect of the book. He used woodcuts to complement some of the poems which gave the words a bit of life without taking away from the author’s stories.

Review excerpts:

“Sprinkled throughout the unrhymed verse, Spanish words give a flavor of difference, though many of the experiences are universal.”

--Booklist, 1992

“The memories and experiences of Hispanic children are celebrated in a collection of short-lined poems.”

--Kirkus, 1992

Connections (related books, activities, children’s responses, etc.):

Related reading: I like the idea of pairing an individual poem from the book with a whole other story. For example, Soto’s “Ode to My Library” could go with Pat Mora’s Tomas and the Library Lady or Soto’s “Ode to Los Raspados” with Carmen Tafolla’s What Can You Do with a Paleta?

Activities: Children can discuss the different ways to write poems and how it doesn’t have to rhyme to be poetry, kids could infer what the Spanish words mean after reading the poems, or they could talk about how their experiences relate to those of Soto’s childhood.  

Little Night by Yuyi Morales

Morales, Yuyi. Little Night. New Milford, CT: Roaring Brook, 2007. Print. ISBN: 1-59643-088-5.

*Winner of the Golden Kite Award*

Brief plot summary:

Little Night (if taken literally) tells the story of a mother and daughter as they go through their evening rituals before it is time for bed. However, the story is really an analogy for Mother Sky getting Little Night ready to come out. First, Mother needs to bathe Night (in “a tub with falling stars”), then she needs to dress Night (in “a dress crocheted from clouds”), then she needs to feed Night (“from the Milky Way to drink”), then she does her hair (using hairpins Venus, Mercury, and Jupiter). Lastly, Night plays with her “moon ball” and the story is over.

Critical analyses:

Overall impression: Beautiful illustrations bring this tale to life.

This picture book, both written and illustrated by Yuyi Morales, represents Mexican culture authentically. Being from Mexico herself, Morales portrays the two characters non-stereotypically. In fact, Little Night is quite dark and might be mistaken for Black which is an issue faced by some darker-skinned Hispanic individuals. Dark-skinned children will appreciate being represented in a piece of quality literature.

Morales uses “[f]ull-bleed spreads with luminous and rich” painted “hues of evening sky–blues, reds, and pink...in flowing sweeps of color, which illuminate and animate the glorious text” (Okamura, 106). Morales somehow makes the illustrations seem almost 3-dimensional, adding to the abstract concept of “Mother Sky” and “Little Night.” Also, Morales sets the characters in a rural setting which accurately represents agrarian Mexico.

Review excerpts:

“Children will delight in Little Night’s dreamy world and will want to read about her unique, yet still familiar, nighttime ritual again and again.”

--Booklist, 2007

“Morales creates a tale in the folk tradition, but keeps the fantasy grounded in the familiar routines of a little girl and her mother as they play their ritual games at bedtime.”

--Kirkus, 2007

Connections (related books, activities, children’s responses, etc.):

Related readings: other books about Latino tales (http://ccb.lis.illinois.edu/bibliographies/latino_2004.html), other books by Yuyi (http://www.yuyimorales.com/2.htm) (also could use the Spanish version of the book along side this one)

Activities: kids could discuss Latino culture and how their tales relate to other culture’s tales

Children’s responses: I read on a Goodreads review by a teacher that her children like to look for Little Night each time she hides. She likes to hide from Mother Sky each time she is trying to get her ready for bed, so on some pages she is peeking from behind something.

References:

Okamura, DeAnn. "Little Night." School Library Journal 53.5 (2007): 106. Library, Information Science & Technology Abstracts with Full Text. Web. 3 Oct. 2015.

My Own True Name by Pat Mora

Mora, Pat, and Anthony Accardo. My Own True Name. Houston: Pinata Books, 2000. Print. ISBN: 9780329276362.

Brief plot summary:

This book is a collection of poems for young adults by Pat Mora. There are a total of 62 poems, some of which were taken from her previous works and some were written solely for this compilation. The book is divided into three parts: blooms, thorns, and roots. Mora’s poems cover a wide range of topics from “Mango Juice” to “Pushing 100.”

Critical analyses:

Overall impression: Good range of topics, most of which directly incorporate Latino culture and experiences.

My Own True Name will satisfy young adults’ and adults’ craving for Latino-centered poetry. Most of the poems include some Spanish words and, for a few of the poems, she even included both English and Spanish versions. The poems are organized into three parts: blooms, thorns, and roots. According to the back cover, she is “using the cactus plant as her guiding metaphor for our existence.” Also, “[e]ach section opens with a line drawing” of blooms, thorns, and roots respectively “by artist Anthony Accardo.” She covers a variety of topics, so anyone can relate. In the “blooms” section, she shares with readers her fun experiences from growing up in a home full of Latino culture and traditions. She presents poems such as “First Love,” “Ode to Pizza,” and “Graduation Morning.” Using humor and occasional Spanish vocabulary, Mora brings Latino culture to life. For the “thorns” section, she includes poems such as “Fences,” “Two Worlds,” and “Abuelita’s Ache” all of which are connotatively sad. Latinos have faced many issues as a people and Mora uses this section to spotlight these issues. She brings up segregation, racism, bilingualism, immigration, to name a few. In her poem “Two Worlds” she does an especially great job at addressing tough issues. “Bi-lingual, Bi-cultural/American but hyphenated,/ viewed by anglos as perhaps exotic,/ perhaps inferior, definitely different” (39). Lastly, for the “roots” section, she includes poems such as “Tomas Rivera,” Pushing 100,” and “Senior Citizen Trio” all of which emphasize the importance of elders and heritage. Family (despite age gaps) is valued highly in Latino culture and Mora makes this very clear through her poetry. Her poem “A Voice” has a couple of lines that emphasize this: “The family story says your voice is the voice/of an aunt in Mexico, spunky as a peacock./ Family stories sing of what lives in the blood” (75).

 

Review excerpts:

“The rich, symbolic imagery, raw emotion, and honesty will appeal to mature teens, and young writers will find inspiration…”

--Booklist, 2000

“The greatest value is the exposure to the Mexican-American culture and traditions.”

--Children’s Literature, 2000

Connections (related books, activities, children’s responses, etc.):

Related readings: Pat Mora’s other teen poetry anthology Dizzy in Your Eyes: Poems about Love, other young adult Latino literature (Bless Me, Ultima or The House on Mango Street)

Activities: At the beginning of this book, Mora includes a beautiful letter to her young readers all about writing. This creates the perfect opportunity for librarians/educators to get kids writing for enjoyment. I urge you to read the entire letter, but here are two of my favorite parts:

“...I wish I could talk to you individually. I’d say: Listen to your inside self, your private voice. Respect your thoughts and feelings and ideas.  You--yes, you-- play with sounds. With language(s), explore the wonder of being alive.”

“Writing is my way of knowing myself better, of hearing myself, of discovering what is important to me and what makes me sad, what makes me different, what makes me me-- of discovering my own true name.”