Inclusive Literature Book Reviews

 

Clare LeZotte, Ann. 2020. SHOW ME A SIGN. New York: Scholastic. ISBN: 9781338255829

Plot Summary: A young girl, named Mary Lambert, is living in Martha’s Vineyard in 1805 in a predominantly deaf community.  When a young scientist comes to visit their small town, she discovers that not everyone is open the deaf culture.  The scientist uses Mary as his experimental subject to try to discover why there are so many deaf people in this community.  Mary learns a lot about how the world views the deaf community.

Critical Analysis:

          LeZotte does a great job of showing a community that embraces the deaf community without a second thought.  The hearing characters all seem to speak in sign language and automatically change over to signing when the deaf characters are present.  LeZotte also touches on some racism issues when it comes to the English immigrants living alongside the Wampanoag, Black, and Irish residents.  LeZotte does a great job of sharing a story filled with community, adventure, and some personal tragedy that shares a new perspective on the deaf community for the readers.

Review Excerpts:  

Kirkus Starred Review: “A vivid depiction of Deaf community along with an exciting plot and beautiful prose make this a must-read.”

Publisher’s Weekly Starred Review: “LeZotte (Here Comes Julie Jack), who is deaf, deftly connects the islanders’ prejudice against the Wampanoag to the mainlanders’ view of deaf individuals as lesser; Mary’s progressive attitudes feel modern while aligning with her character’s sensibilities.”

Connections:

          At the end of the story, the author offers some extra information including history of deaf communities in Martha’s Vineyard, a question-and-answer series with the author, the American Manual Alphabet, and the British Two-Handed Alphabet. This gives a chance for the readers to access a little more insight into the deaf community.  Students could use this to launch further research into the Martha’s Vineyard history and the history of sign language and how it came about. 

          Students could also check out LeZotte’s companion book SHOW ME A SIGN.  What a great way for readers to learn more about the deaf community and learn to appreciate another language and culture.

Budhos, Marina. 2006. ASK ME NOW QUESTIONS. New York: Atheneum Books for Young Readers. ISBN 9781416949206

Plot Summary: Budhos tells an incredible story of a fourteen-year-old, Nadira Hossain, who is an immigrant from Bangladesh living in New York City right after the 9/11 attacks on the World Trade Center. Her family’s Visas expire, so they travel to Canada to seek refuge where the father is arrested and the mother lives in a shelter.  Nadira and her sister move back to New York to live with their aunt and uncle and struggle in fear every day of being noticed. 

Critical Analysis: This is a powerful novel for scholars to check out in the wake of the 9/11 terrorist attacks. Budhos showcases how a teenage immigrant feels the fear and terror of being “labeled” and “assumed” as a terrorist in the wake of a historical event.  Budhos also brings to light the number of illegal immigrants that Nadira sees everywhere.  In a big city like New York that offers promises to immigrants, it’s no wonder that the main character was seeing illegal immigrants all around her.

          This book is still significant for young readers to interact with because I have seen young adults still placing the stereotype of “terrorist” on Muslim/ Arab Americans to this day mostly because of the 9/11 attacks.  It’s important for the readers to realize that just because a few people of a cultural group commit terrorist acts, doesn’t mean everyone from that culture is terrible.  

Review Excerpts:

Kirkus Review: “A perceptive peek into the lives of foreigners on the fringe.”

Publishers Weekly Review: “…the events of the novel are powerful enough to engage readers' attention and will make them pause to consider the effects of a legal practice that preys on prejudice and fear.”

Connections: This would be a great book to lead students to research our country’s foreign relations before and after the 9/11 attacks.  Students could also include research on the Patriot Act of 2011 to see how it might have affected Arab and Muslim immigrants at the time.  Students could further find out if certain stereotypes are still being applied to present day Arab and Muslim Americans.

          Another book for students to enjoy is TELL US WE’RE HOME, also authored by Marina Budhos.  This will allow readers to have an extension of authentic inclusive literature.

Brock, Rose (Ed). 2018. HOPE NATION. New York: Penguin Books. ISBN: 9781524741853

Plot Summary: This book is a great collection of short stories by some of the top young adult authors.  The stories include a Muslim living in the world post 9/11 attacks, a young girl feeling rundown from life experiences including the death of her grandfather, and an African American living in Mississippi describing a present-day bigotry that she sees in her everyday life.  Each story offers a different perspective with the underlying theme of offering just a little bit more hope to young readers of today.

Critical Analysis: This short story collection is one of the best ways to offer a variety of perspectives with a connecting theme to the readers.  Sharing the stories from the perspective of young adults allows for more young adult readers to relate and see themselves in the stories.  The ease of the reading and the real-life examples offered allow for this book to go beyond the teenage or young adult reading range.  These are some powerful stories that will also influence any adult reader. 

          Since we all experience moments of struggle, whether it be small or large, these stories offer ways to push through, handle, or even deal with certain struggles.  

Review Excerpts:

Kirkus Review: “This work comes at a crucial time, as many people struggle to find hope in a confusing and disappointing world.”

Goodreads Review: “To help embolden hope, here is a powerhouse collection of essays and letters that speak directly to teens and all YA readers.”

Connections: The minute I started to read this book, I immediately thought of the CHICKEN SOUP FOR THE SOUL series.  These books showcased short stories that were easy to read and each book in the series had the same underlying theme like “pets” or “moms.”

          After reading this short story collection, teachers could have students think of a time where they had to push through or learn to live with some type of struggle.  Students would work to share this experience in a simple story.  The teacher could then compile their stories into one book.

LaCour, Nina. 2017. WE ARE OKAY. New York: Penguin Random House. ISBN: 9780142422939

Plot Summary:  Marin is a college freshman who has a left a rough past.  She left San Francisco to head to New York after the sudden passing of her grandfather.  Secrets about her mother’s death and Marin come to light.  She’s now about to share her troubles with her best friend, Mabel, who is set to visit over Winter Break.  Marin fights to accept feelings of grief along with what might be more than friendship with her childhood confidant, Mabel.

Critical Analysis:  WE ARE OKAY is an excellent novel for older teens to explore the grief process along with rediscovering friendship and relationships with those around them.  LaCour keeps her readers on her toes as it isn’t explicitly said until later what secrets Marin holds involving the death of her grandfather.  Readers are also enticed to see what happens between the relationship of Marin and Mabel and Marin and Hannah, a newer friend.

          LaCour tells Marin’s story using flashbacks and weather metaphors.  When Marin flashes back to San Francisco, it’s sunny and bright where the reader can tell that Marin feels happy and safe. As the story moves forward, Marin’s grief sets in along with the dark, wintry, and wet weather in New York that showcases Marin’s sadness and loss.

          Despite some of the language, this is a great novel to help older teens move through a significant grief period. 

Review Excerpts:

Goodreads Review: “Mabel is coming to visit, and Marin will be forced to face everything that’s been left unsaid and finally confront the loneliness that has made a home in her heart.”

Kirkus Starred Review: “An elegantly crafted paean to the cleansing power of truth.”

Connections: This book could be used in a bibliotherapy (using books as a therapy source) treatment plan for a group of teenagers that have experienced an extreme loss.  Grief is hard to understand at any age, but especially difficult for teenagers.  Students in this situation could relate to Marin.  They could also use the events in the story to discuss how she handled her sudden grief and if this can be applied to their own lives.

          The publisher, Penguin Random House, offers a very useful teacher’s guide here: https://www.penguinrandomhouse.com/books/311368/we-are-okay-by-nina-lacour/9780142422939/teachers-guide/

          Discussion questions are included along with some suggestions of future books to enjoy and connect.

Asian Pacific American Book Reviews

 

Choi, Yangsook. 2001. THE NAME JAR. New York: Dragonfly Books. ISBN: 9780440417996

Plot Summary: THE NAME JAR tells the story of a young Korean girl who moves to American and attends school there.  When she first tells other students her name, they make fun of her and can’t pronounce it correctly.  She tells her classmates she hasn’t picked a name yet, so the kids create a jar that they fill with name suggestions.  By the end of the story, Unhei not only makes a very special friend, but decides her Korean name is the best name for her.

Critical Analysis:

          Choi does a great job of using her personal experience to tell a story of a young Korean girl immigrating to America.  Facing hardships when arriving is a story shared in multiple pieces of multicultural literature, but Choi focuses on a simple memory of a name.  Choi shares how Unhei is afraid at first and nervous about American children trying to pronounce her name correctly, but she quickly learns about friendship and taking pride in her family and the country in which she originates.

          The illustrations are beautifully done in oils showing a variety of ethnicities in the classroom and town Unhei lives.  The illustrations show some Korean décor in their home to show the reader that even though this family has moved to America, they are keeping ties to their home country.

Review Excerpts:  

Kirkus Review: “Choi draws from her own experience, interweaving several issues into this touching account and delicately addressing the challenges of assimilation. The paintings are done in creamy, earth-tone oils and augment the story nicely.” 

Amazon Review: “A heartwarming story about the new girl in school, and how she learns to appreciate her Korean name.”

 Connections:

          This story would be a great introduction to a “Name” project.  Students could research with their families the origins of their names.  Students could showcase name meanings, relatives, or friends in which they are named for, and how their name is important in their families’ cultures. 

          This book and project could be completed at the beginning of the year when students are learning each other’s names. 

Say, Allen. 1999. TEA WITH MILK. New York, New York: Houghton Mifflin Harcourt. ISBN 9780547237473

 

Plot Summary: Say tells the shares the story of his mother, May, who is a young girl living in San Francisco where she speaks Japanese and eats Japanese food at home. When she visits with her friends, she eats pancakes and muffins.  Her family decides to return to Japan where she must repeat high school to learn English.  There she meets her future husband and finds work as a translator. 

Critical Analysis: This book shares some great examples of expectations and stereotypes of both women, and specifically, Japanese women.  They are expected to wear kimonos, sit on the floor for a long time, and act like a proper lady.  The main character, May, fights her family’s culture and traditions because she’s uprooted from the life that she knows.  However, she finds value in living in Japan and eventually blending the American and Japanese cultures.

          Say also illustrates the book traditional Japanese clothing and customs such as the kimonos and learning about a tea ceremony.  By the end of the story, Say illustrates the married couple in clothes that would be considered “modern.” The change in clothing shows the reader that the couple have blended both their Japanese heritage with their new American traditions. 

Review Excerpts:

Kirkus Review: “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.”

 Publishers Weekly Starred Review: “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.”

 Connections: Students could research clothing across a variety of cultures.  Students may have a specific clothing tradition from their family, or they could choose a new cultural clothing to research and present to classmates.

          Students could also interview parents or grandparents to find out the stories of how they met and decided to start a family.  Students could focus on any family traditions that may have made these connections possible.

          Teachers could also share Allen Say’s Caldecott winning book GRANDFATHER’S JOURNEY.  Students could compare the stories and make connections to the two plots.

Lin, Grace. 2009. WHERE THE MOUNTAIN MEETS THE MOON. New York, Boston: Little, Brown Company. ISBN: 9780316038638

Plot Summary: This book tells the story of Minli, a poor Chinese girl, who decides to leave her parents and set out on an adventure to meet the Old Man of the Moon to bring good fortune to her family.  Along the way, she meets some interesting characters including a talking goldfish, a dragon, an evil tiger, and some friendly twins.  What she discovers along the way is something that most people only hope to realize- your good fortune is already found in the family and things you have.

Critical Analysis: Lin is able to include not only Chinese traditions such as the food Minli eats (her rice and tea), but also shares the loyalty to family and friends.  Chinese folktales to explain how things came to be are interlaced throughout the story so the reader feels like they are immersed in these Chinese characters. 

          Lin adds to the readers’ experiences with colorful Chinese illustrations throughout the book to add more detail of Minli’s travels and the characters she meets.  The illustrations are very simple and vibrant, which I think adds to the authenticity of the culture presented.

Review Excerpts:

Newbery Honor Book

Kirkus Starred Review: “With her “lively and impulsive spirit,” Minli emerges a stalwart female role model who learns the importance of family, friendship and faith during her amazing journey.”

Amazon: “Grace Lin, author of the beloved Year of the Dog and Year of the Rat returns with a wondrous story of adventure, faith, and friendship. A fantasy crossed with Chinese folklore, Where the Mountain Meets the Moon is a timeless story reminiscent of The Wizard of Oz and Kelly Barnhill's The Girl Who Drank the Moon. Her beautiful illustrations, printed in full-color, accompany the text throughout. Once again, she has created a charming, engaging book for young readers.”

Connections: This book could be used for upper grades when introducing a unit on Folklore, or Folktales.  Students could use the library to locate Folktales across a variety of cultures and compare the different stories.

          Teachers will also want to share other books by this amazing author including WHEN THE SEA TURNED TO SILVER, STARRY RIVER OF THE SKY, and DIM SUM FOR EVERYONE. Students will enjoy looking at more aspects of the Chinese culture presented in these books.

Oh, Ellen. 2020. THE DRAGON EGG PRINCESS. New York: HarperCollins Children’s Books. ISBN: 9780062875808

Plot Summary: Jiho Park lives in a magical kingdom, yet his family is unaffected by magic.  Jiho comes from a family of rangers and struggles with the expectancy of following in his family’s footsteps.  Jiho embarks on a journey as a guide to do what is expected of him, even though his father disappeared inside the forest years ago.  Jiho encounters special characters on his adventure including a princess, but must figure it if he can be successful even though he is magicless.   

Critical Analysis: Although Oh wanted to share a Korean inspired mythological tale that would excited fantasy readers, I had trouble enjoying the characters.  As each character is introduced, there were too many underlying or secondary characters for each of their stories that it got confusing at times.  Not all the main characters were fully developed. 

          Since the book was meant to be more of a Korean mythology, I didn’t really feel a tie to the Korean culture that I feel could have been presented.

          I also know not to judge a book by the cover or the title, but I was hoping for more dragons to be a part of this adventurous tale.  Once the reader gets through the first few chapters, there is enough action to entice the reader to continue and see what happens at the end of the adventure. 

Review Excerpts:

Publishers Weekly: “Slight characterization and inconsistent pacing lead to a hasty climax and abrupt conclusion. Nevertheless, this enjoyable read should appeal to fantasy fans.”

Kirkus Review: “With its quick pace, modern heroes, and choreographed action, this is a strong fantasy title with K-pop undertones.”

Connections: Young adults who enjoy this book might enjoy other adventure and magical stories like the Harry Potter Series or the Wings of Fire Series. 

          Students will also want to check out Ellen Oh’s Prophecy trilogy which includes PROPHECY, WARRIOR, and KING.

Native American and Indigenous People Book Reviews

 

Driving Hawk Sneve, Viginia. 2011. THE CHRISTMAS COAT: MEMORIES OF MY SIOUX CHILDHOOD. Illus. by Ellen Beier. South Dakota: South Dakota Historical Society Press. ISBN: 9781941813256

Plot Summary: THE CHRISTMAS COAT tells the story of a young Sioux girl, Virginia, living on a reservation during Christmas time.  Virginia realizes that her coat is getting too small, which is a problem in the South Dakota winters.  The children on the reservation wait for boxes from the East for clothing and shoe donations in hopes they contain what they want, but more importantly what they need.  Virginia seems to always get the short end of the donations because Virginia’s mother always encourages her to give to those who need more first.  The end of the story shows the reader that true kindness comes around when Virginia and her brother receive some special surprises.

Critical Analysis:

          Sneve gives her readers a great insight into life on a Sioux reservation.  The title is the first indication to the reader that there is more than just Native
Americans when she includes “Sioux.”  A lot of children consider Native Americans, or “Indians” as they are called frequently, as one lump of people.  Children often don’t think about different tribes and languages.  She focuses on daily life during the winter, but then concentrates on a special holiday, Christmas, for most children.  Sneve shows the reader that Native Americans can experience things like jealousy and sadness just like all children.  Unlike a lot of Native American books that children are exposed to, Sneve specifically mentions that children wearing headdresses is something that “only the wise leaders and the elders of the tribe could wear,” (Sneve 2011).  A lot of children think Native Americans wear feathers and headdresses daily.  Sneve is an experienced author who is sharing one of her personal stories when she lived on an American Indian Reservation in the 1930’s.  She shares at the end how one of her teachers encouraged her with his personal book collection.

          Beier matches Sneve’s characters to the true culture very well.  The complexions of the characters are not what most readers would expect to see of Native Americans. It seems that most readers would expect very dark brown skin on all the characters, however, Beier illustrates lighter brown skin. This is a great way to show the readers that not all Native Americans look the same.  The reader only sees headdresses in the illustrations when the children are putting on the Christmas pageant.  This shows the reader that this type of clothing isn’t what is worn every day.

Review Excerpts:  

Goodreads Review: “Based on an event from the author's childhood, this picture book captures the true spirit of Christmas.”

Publishers Weekly Review: “Beier’s detailed, pastel-dominated watercolor and gouache paintings affectingly convey Virginia’s swirling emotions as she tries to reconcile her longing for the coat, her jealousy of the girl who gets it, and her obedience to her mother, which is eventually rewarded.”

Connections:

          This story could lead students in a research project on a variety of Native American tribes including the Sioux.  Locating non-fiction books in the library as well as virtually will help students to understand that Native American doesn’t mean all the same.

          Students could also work together to donate time and items to a local charity that gives clothes, and other goods to people in need.  If students cannot find a local place that offers donations, students could work to research an organization in need of donations.  Using resources like the school counselor, students could create a donation drive. 

Leitich Smith, Cynthia. 2001. RAIN IS NOT MY INDIAN NAME. New York: HarperCollins Publishers. ISBN 9780380733002 

Plot Summary: This book shares the story of Cassidy who battles loss that not many young adults have had to experience.  Her mother passed away, and she loses her best friend in a car accident when they had just decided to move their friendship to a romantic level. Her older brother suggests she visit her great-aunt’s “Indian” camp where she discovers photography as an outlet to her grief and an insight to her Native American heritage. 

Critical Analysis: The book seems to have some confusing plot lines as the reader begins, but is able to understand and enjoy most of the book to find out how Cassidy learns about herself and her heritage. Some readers may be reluctant to recommend the book since not all of the plotlines have closure.  Smith makes the reader feel like he or she is hearing from Cassidy’s personal experience as each chapter begins with an excerpt from her journal.  It’s a nice, personal touch. Cassidy battles her mixed heritage as the story goes on, especially when the more popular stereotypes of Native Americans are brought up at Thanksgiving time.  She starts off by hiding behind the camera, so she doesn’t have to initially address these issues.  Readers that are of non- Native American descent or experiences will still find this book enlightening when it comes to how the Native American culture is portrayed.

Review Excerpts:

Publisher’s Weekly Review: “Multiple plot lines and nonlinear storytelling may make it difficult to enter Smith's (Jingle Dancer) complex novel, but the warmth and texture of the writing eventually serve as ample reward for readers.”

Goodreads Review: “In a voice that resonates with insight and humor, Cynthia Leitich Smith tells of heartbreak, recovery, and reclaiming one's place in the world.”

Connections: Using an actual camera is most likely a foreign concept to most young adults these days.  This book might give scholars jump starts to research the history of photography and how it has evolved to most people using their phones as their primary cameras.  Students could practice using tablets and their phones to take artistic pictures using different lighting and angles. 

Tingle, Tim. 2013. HOW I BECAME A GHOST. Oklahoma City: The Roadrunner Press. ISBN: 9780763671648 

Plot Summary: This book begins what should be a great trilogy sharing just a portion of a Trail of Tears experience.  Tingle begins by telling the story of a 10-year-old boy who tells the reader that he isn’t a ghost yet, but will be a ghost by the end of the story.  Isaac is Choctaw and has some strange experiences before the treacherous walk begins where he sees people in flames and dying. Ghosts also guide him as he prepares for his death. 

Critical Analysis: Tingle shares with his readers a depressing time in our nation’s history that allows the reader some insight into the belief system and life of the Choctaw.  Most Native American stories share the stereotypical images of Native Americans with spiritual Gods that seem magical.  Tingle shares not only spiritual aspects of the Choctaw, but Christian elements are combined as well.  Tingle is able to share an often-forgotten piece of our history in the way of a ghost story that isn’t your typical, scary ghost story.  The fact that the young boy will become a ghost is eloquently shared as other spirits guide him on this trail and lead him to death.

Review Excerpts:

Kirkus Starred Review: “The beginning of a trilogy, this tale is valuable for both its recounting of a historical tragedy and its immersive Choctaw perspective.”

Goodreads: “The first in a trilogy, HOW I BECAME A GHOST thinly disguises an important and oft-overlooked piece of history.”

Connections: This would be a great book to lead into a research project on the Trail of Tears.  Students could discover other books about different tribes who experienced the Trail of Tears like TRAIL OF TEARS: THE RISE AND FALL OF THE CHEROKEE NATION by John Ehle. 

          Reader will definitely want to continue reading the trilogy with the second installment: WHEN A GHOST TALKS, LISTEN also by Tim Tingle.

Bruchac, Joseph. 2005. CODE TALKER. New York: Penguin Group. ISBN: 9780142405963

Plot Summary: Code Talker gives readers an insight into a role that Native Americans, specifically Navajo, played during World War Two.  Ned Begay attends a “White” school of his reservation where he is forced to “forget” his Navajo language, culture, and traditions.  However, he does his best to celebrate his Navajo family in secret from the White teachers.  This actually works out for Ned because his Navajo language is needed to use as secret code during World War Two.  The reader follows Ned as he goes through basic training, code talker training, and even into his experiences during the war.

Critical Analysis: Although this is a fictional tale, the historic accuracy of these brave Navajo Marines is an incredible story that sheds light on the role of Navajo Marines along with other Native American soldiers who helped during wartime.  Throughout the story, Ned uses Navajo words that are not always explained, but the reader is able to use context clues to deduce what the words mean.  Bruchac uses his Native American heritage and experiences to share with the reader who ironic it is that the Navajo language and culture that was literally beaten out of some of the Navajos in boarding school became the necessity to save lives and win the war.  What also resonated with me is that despite what the American government may have done to the Navajo people, the men still wanted to serve and protect their country in any way possible.  Readers will grow to understand a true definition of bravery, loyalty, and respect for the Navajo people after reading this story.  

Review Excerpts:

Goodreads: “This deeply affecting novel honors all of those young men, like Ned, who dared to serve, and it honors the culture and language of the Navajo Indians.” 

Kirkus Starred Review: “With its multicultural themes and well-told WWII history, this will appeal to a wide audience.”

Connections: Young adult readers will be interested in conducting research on the actual Navajo Marines who helped create and conduct the secret codes of World War Two.  Students might want to check out CODE TALKER: THE FIRST AND ONLY MEMOIR BY ONE OF THE ORIGINAL NAVAJO CODE TALKERS OF WWII by Chester Nez.

Teachers could challenge scholars to create their own codes that military could possibly use during wartime.