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.