Book Review: SAMIR AND YONATAN

A. BIBLIOGRAPHY

Carmi, Daniella. 2000. SAMIR AND YONATAN. New York: Scholastic.

ISBN 0439135404.

B. PLOT SUMMARY
Samir, a Palestinian boy, is sent to an Israeli hospital for surgery due to accident in the war. Because the hospital is far away from his hometown and his parents have to take care of other family members, he has to stay in the same ward with five other children. He feels trapped among unfamiliar people and blames himself for his brother’s death until he is able to form friendship with the other children. Yonatan, an Israeli boy, is Samir’s best friend. They both enjoy pretending to travel together in their dreams to Mars. Samir recovers from his family tragedy and emotional conflicts through their journeys. On the final day before Samir leaves the hospital, he is finally convinced by Tzahi, a naughty boy, to urinate out on the trees just outside of hospital. Samir is able to create a more hopeful outlook and philosophy. As a result of his friendships with children of the opposing Israeli culture. Samir becomes stronger and finds closure in the matter of his brother accidental death.

C. CRITICAL ANALYSIS
Although the story’s setting is only in an Israeli hospital, Carmi presents Arabian cultural markers through the protagonist, Samir’s, observations. Carmi depicts Samir’s and five other children’s facial features, skin tone, physical activities and their relationships with their families. The obvious cultural marker is related to war and its effects on people’s lives. Their sentiments and emotions are also deeply connected to war. For example, children hope their parents will be able stay with them or visit them in the hospital. The children hope to the bomb and fighting will stop immediately; however, it seems to them that the war is never over. The war is the major reason that all of the children are wounded and are confined to stay in the hospital. War forces people to form new attitudes which may be either positive or negative. Carmi also explores gender and children’s roles, and gives a fascinating glimpse into Arabian lifestyle which is another cultural marker.

Language is one of the elements that make this book successful in relating Arabian cultural markers through the text. In order to present cultural authenticity, Carmi uses many Arabian terms related to people’s lives and their religion, such as currency, food, beverage, room settings and war. It creates clear pictures for readers to understand the current political issues and the Middle Eastern; however, it is also difficult to read in the very beginning. Fortunately, a detail glossary is provided to access readers. It's a vivid and well-written book which provides information, allowing readers to form their own pictures of Middle Eastern culture. This book also presents a strong plot and characterizations. Samir is a quiet and thoughtful boy who suffers because of his brother’s death. Yonatan is also a quiet boy like Samir; however, Yonatan loves to read and has active imaginations. He helps Samir to find closure in the death of his brother. Tzahi is a naughty boy always does some crazy. While in the ward and Samir becomes angry about his unpredictable behavior. The book also has some warm and nice adults who help these children in this uncontrollable situation. However, it also has characters that push children into unhappy conditions.

In the real world, Israelis continue to fight with Palestinian over land. In the hospital Samir, a Palestinian boy recovers from his physical trauma and mental pain through his relationship with his new Israeli friends. I believe that the author makes it clear that there are no boundaries or hate in a child’s world. It is only when children are presented with negative models that they learn to disrespect other. This book not only serves as a vivid description of Middle Eastern culture through children’s experiences and feelings, but it also provides meaningful lessons for each.

D. REVIEW EXCERPTS
From the Publisher: “This is a story of violence and healing the story of a boy facing the enemy he has been taught to fear.”

Publishers Weekly: “A Palestinian boy comes to terms with his younger brother's death by an Israeli soldier in this slow-paced but affecting novel originally published in Hebrew in 1994.”
Publishers Weekly: “the book's understated tone and detailed character development prevent its message from becoming obvious or heavy handed.”

Children's Literature: “It is a story first of fear of the unknown, and then of tolerance and acceptance, as Samir learns to love these Jewish children as if they were his own siblings.”

VOYA: “Although the book appears appropriate for a much younger audience, the emotions and

issues are complex and more suited for middle school readers. Young teens will relate to Samir's feelings of being an outsider and will appreciate the message of peace that is the central theme of the book. This title received an honorable mention for the UNESCO prize for Children's Literature in the Service of Tolerance.”

Debra Mitts Smith – KLIATT: “Its easy and flowing style makes it accessible to middle schoolers, while its topic makes it equally appropriate for older teens. An ALA Notable Book and a New York Public Library Book for the Teen Age.”
School Library Journal: “Life in the hospital is described as clearly as life in the Occupied Territories and readers will sympathize with Samir's fear and loneliness and welcome his new friendships. Written in Hebrew but published first in Germany, the book is smoothly translated and will have wide appeal.”

E. CONNECTIONS
Other children’s literature related to the Middle Eastern
1. Testing the sky: a Palestinian Children by Ibtisam Barakat
2. If you could be my friend: letters of Mervet Akram Sha’ban

and Galit Fink by Litsa Boudalika
3. Yasir Afafat: a life of war and peace by Elizabeth Ferber
4. Sitti’s secrets by Naomi Shihab Nye
5. Arafat and the Palestine Liberation Organization by Diana Reische
6. Middle East in search of peace by Cathryn J. Long
7. Jerusalem mosaic: voices from the Holy City by I. E. Mozeson

and Lois Stavsky
8. When will the fighting stop? : a child’s view of Jersalem

by Ann Morris
9. Youth in the Middle East: voices of despair by David J. Abodaher
10.Gavriel and Jemal: two boys of Jerusalem by Paul Conklin
11.Disney’s Aladdin: adapted from the film by A. L. Singer
12.Aladdin: and other tales from the Arabian Knights

by Rosalind Kerven
13.Seven daughters & seven sons by Barbara Cohen and Bahija
14.Number art: thirteen 123s from around the world

by Leonard Everett Fisher
15.Space between our footsteps: poems and paintings from

the Middle East by Naomi Shihab Ny

16.Tales from the Arabian nights retold by N. J. Dawood

Boook Review: BE GOOD TO EDDIE LEE

A. BIBLIOGRAPHY
Fleming, Virginia. 1993. BE GOOD TO EDDIE LEE. New York: Putnam & Grosset.

ISBN 0399219935.

B. PLOT SUMMARY
Eddie is lonesome and no one pays attention to him because he is different. He only has one friend named Christy who is asked by her mother to be nice to Eddie, but she does not like Eddie following her around all summer. On one hot summer day, JimBud invites Christy to go wading and looking for frog eggs but does not want Eddie to go with them. Christy scolds Eddie and tells him to go home. JimBud wants to start on his journey with Christy; therefore he yells a warning to Eddlie to go home. Finally, Christy realizes that JimBud has made up a story about finding frog eggs because he wants Christy to come with him. Meanwhile, Eddie is the person who finds beautiful lilies and frog eggs for Christy, and teaches her a lesson, “Do not steal the creature from nature.”

C. CRITICAL ANALYSIS
This is Ms. Fleming’s first book for children and the story was inspired by her close friendship with a person who has Down syndrome. She honestly portrays the feelings, sensitivities and honesty in children with Down syndrome. The cultural markers in this community are seen through the dispositions of these stubborn, happy and carefree children. The facial features of Eddie in illustrations with a round face and slanted eyes without eye folds are physical characteristics of individuals with Down syndrome. Although both the author and illustrator are not insiders, they present the cultural accuracy and authenticity of this condition.

Even though there are only a few dialects spoken by Eddie, language also plays a very important role in accurately describing the portrait of Eddie through his gestures and physical movement. The descriptions of Eddlie’s sentiment and disposition are physical characteristics of children with Down syndrome, such as Eddie waddles down the steps and grins all the time. The author also authentically depicts what people’s feelings about being with individuals in this community through dialogues among Christy, JimBud and Eddie. For example, Christy says “I will be bothered with him following me around all summer.” People’s general attitudes when they work with children with disabilities are also presented in the text. They treat them like as an animal but not like a human being, to such as extent that Eddie grins and says “I am not a dog.”

This story not only depicts how individuals with Down syndrome cope with other people, but also implies all the human beings are the same. The illustration on the last page shows that Christy has a similar face as Eddie’s when shown in an inverted reflection in water. The most touching part in this story is when Eddlie comforts Christy when she feels upset by saying “that’s okay and I like you anyway.” Eddlie also puts his right hand over his heart saying “it’s what’s here that counts.” I believe that this is the same way that individuals with disabilities want to be treated by “counting” in other people’s hearts.

E. REVIEW EXCERPTS
Publishers Weekly: “This story about a boy with Down's syndrome a rarity for its potential to entertain, educate and encourage deeper consideration for others.”

School Library Journal: "Cooper's artful accompaniment to the text that truly brings out the author's positive message. Be Good to Eddie Lee is welcome for slightly older children, but mostly for the realism it exudes rather than the somewhat contrived story."

Booklist: “This title will undoubtedly be valued for its Down's syndrome theme, but detailed references to the pyracantha bush, the belted kingfisher, and the "beaver-gnawed birches," supported by Cooper's luminous paintings, also recommend it as a nature story.

E. CONNECTIONS
Information about individuals with Down syndrome:
Individuals with Down syndrome usually have distinctive physical characteristics such as a round face and slanted eyes without eye folds. Other physical characteristics are heart abnormalities, hearing problems and respiratory problems. They vary considerably in the degree of mental retardation associated with the disorder, and few of them can be functional members in society. They are usually happy and carefree but stubborn. Some young adults with Down syndrome can achieve much in both work and independent living through special education.

About the author:
Virginia Fleming was born and raised in a small county near the mountains in North Carolina, and lives in New Jersey now. She writes many poems and stories related to experiences in her childhood. She graduated from Brevard University and was a preschool teacher for more than ten years. She is a professional writer now.

Other books for children with mental illness
1. Berniece Rabe's Where's Chimpy? by Albert Whitman.
2. Our Brother Has Down's Syndrome by Cairo Jasmine.
3. Autism by Sudipta Bardhan-Quallen
4. Since We’re Friends: An Autism Picture Book by Celeste Shally.
5. I am Utterly Unique: Celebrating the Strengths of Children with

Asperger Syndrome and High-Functioning Autism by Elaine Marie Larson.
6. Ian’s Walk: A Story about Autism by Laurie Lears.
7. Rules by Cynthia Lord.
8. Andy and His Yellow Frisbee by Mary Thompson.
9. Blue Bottle Mystery: An Asperger’s Adventure by Kathy Hoop Mann.
10.The Boy Who Ate Stars. By Kochka
11.Friend Learn about Tobin by Diane Murrell.
12.Little Rainman by Karen L. Simmons.
13.Buster and Amazing Daisy by Nancy Ogaz.
14.Al Capone Does My Shirts by Gennifer Choldenko.
15.Guidando a Louis by Lectorum.
16.Looking for X by Deborah Ellis.
17.Oliver Onion: The Onion Who Learns to Accept and Be Himself by Diane Murrell.

Book Review: HEATHER HAS TWO MOMMIES

A. BIBLIOGRAPHY
Newman, Leslea. 1989.HEATHER HAS TWO MOMMIES. Los Angeles CA: Alyson ISBN 1555835708.

B. PLOT SUMMARY
Heather is raised in a lesbian family, and she loves her two mothers not only because “two” is her favorite number, but also because they can play different things with her. Kate is a doctor and she plays make dramatic plays with Heather. They like to play patients and doctors. Jane is a carpenter and Heather likes to search her toolbox for nails, screws and the tape measure. Heather also likes to spend time with her two mommies together, going to the park on sunny days or baking cookies at home on rainy days. Heather feels happy living with her two mommies until she finds that she is the one who has two mommies without a father at home. In the classroom, the teacher lets the children talk about their families and share their family’s drawings. Then Heather realizes that no one has the same family structures and each family has his or her own family members which are diverse.

C. CRITICAL ANALY SIS
Leslea is an inside author realizing that children who come from this community need to read books related to their life’s experiences and see their portraits in stories. Readers can predict that the book is about the lesbian family from the title on the cover page but not from its illustrations. They clearly know the theme when the two mommies and Heather are illustrated on the third page. This illustration is a cultural marker. The story begins with the concept of similarity and difference. Heather’s favorite number “two” related to her possessions, such as arms, pets and mommies. Heather does different things with her mama Kate and mama Jane separately, and they also do something together. Heather feels satisfied and happy living with her two mothers until she goes to school.

The teacher, Molly, is the person helping Heather to cope with the conflict of having two mothers. She helps Heather to realize that everyone is unique and has different family members by sharing children’s life’s experience in the classroom, and drawing and sharing family sketches. Meanwhile, it also help Heather build self-image and self-confidence. These strategies provide ideas for teachers and parents to help their children to deal the similarity and difference in gay and lesbian families.

This is a well-designed book because both texts and illustrations provide diverse images for readers. Helping people understands diversity with in family structures through children’s skin tones, hair styles and clothing. The author uses simple language and words which are easy to read. Meanwhile, the book also shows that adults’ support and parents’ love are the power of children’s growth in all type of families.

D. REVIEW EXCERPTS
From the Publisher: “ Heather Has Two Mommies has sold over 35,000 copies, launched a minor industry in providing books for the children of gay and lesbian parents and, as attested to by a recent New Yorker cartoon, become part of the cultural lexicon.”

Lesbian Review of Books: “A frank, unapologetic, and ultimately cheerful portrait of a high-spirited preschooler who has two gay moms.”

Children's Literature: “I like the idea of sharing a large range of family books with young children to show life's diversity. Among those books there ought to be some that picture gay and lesbian families. When it comes to gay and lesbian children's books, Alyson Press is far and away the forerunner. They are known as the company that stirred up the original controversy with Heather Has Two Mommies and Daddy's Roommate. Both are good introductions for younger children to the subject of families with gay and lesbian parents.”

E. CONNECTIONS
1. Daddy's Roommate by Michael Willhoite

2. Daddy's Wedding by Michael Willhoite

3. Is Your Family Like Mine by Lois Abramchik

4. Mama Eat Ant, Yuck! by Barbara Lynn Edmonds

5. Best Best Colors (Anti-Bias Books for Kids) by Eric Hoffman, et al

6. When Grown-Ups Fall in Love by Barbara Lynn Edmonds

7. ABC A Family Alphabet Book by Bobbie Combs, et al

8. 123 A Family Counting Book by Bobbie Combs

9. Felicia's Favorite Story by Leslea Newman

10.How My Family Came to Be: Daddy, Papa and Me

by Andrew R. Aldrich

11.Emma and Meesha My Boy: A Two Mom Story by Kaitlyn Considine

12.The Duke Who Outlawed Jelly Beans and Other Stories

by Johnny Valentine

13.One Dad, Two Dads, Brown Dad, Blue Dads by Johnny Valentine

14.The Daddy Machine by Johnny Valentine, Lynette Schmidt

15.Molly's Family by Nancy Garden, Sharon Wooding
16.King & King & Family by Linda De Haan, et al.

17.While You Were Sleeping by Stephanie Burks, Kelli Bienvenu

18.Lucy Goes to the Country by Joe Kennedy, John Canemaker
19.Asha's Mums by Rosamund Elwin, et al.

20.A Boy's Best Friend by Joan Alden, Catherine Hopkins

21. Two Moms, the Zark, and Me by Johnny Valentine, Angelo Lopez

22. Gloria Goes to Gay Pride by Leslea Newman, Russell Crocker

23. Saturday Is Pattyday by Leslea Newman, Annette Hegel

Book Review: THIS NEXT NEW YEAR

A. BIBLIOGRAPHY
Wong, Janet S. 2000. THIS NEXT NEW YEAR. New York: Frances Foster. ISBN 0374355037.

B. PLOT SUMMARY
The story is about a family celebrating the Lunar New Year and preparing luck ornaments and mascots for having luck and fortune, happiness and health in whole coming year. The protagonist, a Chinese-Korean boy, not only introduces how he and his families celebrate the Chinese New Year, but also identifies the Lunar New Year and depicts the things of other races do as well as their perspectives of the traditional rituals in Chinese New Year.

C. CRITICAL ANALYSIS
Being an insider author, Janet’s story provides great cultural markers that connect to Chinese-Korean culture in the text and illustrations. Although the traditional rituals and customs of Chinese New Year spontaneously involves many cultural markers, such as the dragon dance and tiger dance, red envelopes and lanterns, Janet depicts the deeper meanings of these customs from other racial perspectives. Janet also provides clear and realistic portrayals of food and clothing in this holiday focusing on her original culture which present other cultural markers. It is help readers explore their own formulates of deeper meanings in this holiday.

Even though no Chinese or Korean dialects are used in the text, language is one element to make this book successful. Janet organizes simple sentences with rhymes and rhythm as well as compares these sentences with vivid illustrations on each page to enhance interests for reading and allure readers complete reading at one time. It's a vivid and beautiful, and well-written book which provides information for readers an authentic understanding of the Lunar New Year.

D. REVIEW EXCERPTS
Children's Literature: “Through a young boy's eves we experience the joys and anticipation leading up to the lunar New Year, the Chinese New Year. Lunar New Year is celebrated at a different time each year because it depends on when the new moon occurs. It is a time for hope and a second chance. A time to reach for your dreams. Yangsook Choi brings the celebration vividly to life with her bright, vibrant pictures.”

School Library Journal: “Wong carefully and clearly presents the reasons behind the rituals in a manner understandable to young children. She explains in an appended note about her own confusion as a child about the timing and meaning of the holiday. Choi's vibrant, somewhat primitive paintings realistically capture the details of and preparations for this hopeful time of year. Youngsters will enjoy the bright colors and the sense of motion and activity conveyed as the boy helps his mother clean, flosses his teeth, and cringes from the noise of the firecrackers. A good choice for anyone getting ready to celebrate Chinese New Year.”
Kirkus Reviews: “ Wong's (Night Garden, 1999, etc.) poetic voice creates art from the ordinary. Choi's (Nim and the War Effort, 1996, etc.) lively, two page spreads in bright colors, perfectly complement the energetic text, adding visual reinforcement to the scenes described by the narrator.”

Hom Book: "The concepts of renewal, starting over, and luck, which inform many of the rituals, will resonate with young readers, and the narrator's personal impression of the celebration makes this a refreshing departure from the standard nonfiction holiday-introduction fare."
Comments from the Author: “For me, the Lunar New Year is truly a time of hope. Once I have failed all the crazy new year's resolutions I routinely make on January 1st, here it is—I have a second chance, a fresh start. I hate cleaning house but I love a clean house, and each Lunar New Year's Eve, I madly rush around dusting and mopping and clearing my desk, making room for some good luck to settle. And then, on Lunar New Year's Day, I feel great. I eat well for a few extra weeks. I walk. Why couldn't this happen at any other time of the year? It could—and should! Teachers and librarians might want to read this book at the beginning of the "real" new year for most of us—the beginning of the school year, in September!”

E. CONNECTIONS
Official website for Janet S. Wong
http://www.janetwong.com/index.cfm

Awards and Honors
Oppenheim Toy Portfolio Gold Award
Nick Jr. "Best Holiday Book[s] of 2000"

Other picture books related to Chinese New Year
· My First Chinese New Year by Karen Katz.
· D is for Dragon Dance by Ying Chang.
· The Runway Rice Cake by Ying Chang.
· Chinatown by William Low.
· Bring in the New Year by Grace Lin.
· Long-Long’s New Year: A Story about the Chinese spring Festival by Catherine Gower.
· My Chinatown: One Year in Poems by Kam Mak.
· Chinese New Year by David F. Max.
· Chinese New Year by Judith Jango-Cohen.
· Celebrating Chinese New Year by Diane Hoyt-Goldsmith.
· Chinese New Year: Festival of New Beginnings by Terri Sievert.
· My Chinese New Year by Monica Hughes.
· Chinese New Year by Julie Murray.
· Chinese New Year Crafts by Karen E. Bledsoe.
· Chinese New Year by Dianne M. MacMillan.
· Dragon Parade: A Chinese New Year Story by Steven A. Chin.
· Lion Dancer: Ernie Wan’s Chinese New Year by Kate Waters and Madeline Slovenz-Low.
· The Dragon New Year: A Chinese Legend by David Bouchard.
· Happy New Year!: Kung-his Fa-ts’ai! by Demi.
· Moonbeams, Dumplings & Dragon Boats : A Treasury of Chinese Holiday Tales, Activities
& Recipes by Simonds, Nina.

Book Review: HOW MY PARENTS LEARNED TO EAT.

A. BIBLIOGRAPHY
Say, Allen.1984. HOW MY PARENTS LEARNED TO EAT. New York: Houghton Mifflin Company. ISBN 0395442354.

B. PLOT SUMMARY
The protagonist is a Japanese American girl whose mother is Japanese and father is an American sailor. Her parents meet and fall in love when her father’s ship is stationed in Yokohama. They both enjoy spending time talking and walking on the street, having a wonderful time to get together. However, they both are afraid of making a date to meet and eat because they do not know how to use each other’s eating implement like, forks, knives and chopsticks. In order to make a deep impression to each other and show their love, her mother learns to use forks and knives and her father practices eating noodles with chopsticks. Finally they can have dates and eat together in both eastern and western restaurants. Now it is natural in the protagonist’s family to eat with chopsticks some days and with knives and forks other days.

C. CRITICAL ANALYSIS
Say’s stories present magnificent cultural markers which connect to Japanese culture; therefore, it is easy to find Japanese cultural makers in this book. For example, on the cover, it shows local Japanese food courts decorated with signs in Japanese characters and traditional ornaments, such as red lamplights on streets. Meanwhile, it also show Japanese styled tables and stools in outdoor noodle shops and the ways the customer standing in line to order food to eat with chopsticks in front of the chef presenting people’s ordinary life on the street as cultural markers. Skin tones, facial figures and hair styles in the illustrations present cultural markers. Say also presents traditional and contemporary Japanese lives in the clothing, foods, dishes, and kitchen appliances through his illustrations. For example, the elders and waitresses wear kimonos and slippers with their hair in a bun style. Women in younger generations have straight hair and wear skirts with high heels. Men wear lightly colored shirts and pants. People eat sushi, sukiyaki and soup with chopsticks and they bow to each other, display other cultural marker.

Language plays less important roles to identify cultural markers in this book. In addition, the names of the protagonist’s mother, two food names and few Japanese characters on street signs, it is difficult to find Japanese words and sounds in the text. It is good for reading but less relates to cultural markers. In order to present the protagonist feels free to live in two different cultural life style, Say provides the eastern life style, wear kimono, eat Japanese food with chopstick in the first page, and the western life style in the last page, such as wearing a dress with an eating clothe, eating with a fork and a knife. The author is also very careful to combine the different cultural kitchen utensils in these two pages, such as a rice cooker, a pepper mill, a toaster and, a Japanese tea can and tea pot in the last page to show cultural differences in a very detail.

This book provides realistic portrayals of people’s lives in Yokohama after World War II and how they accommodate with conflicts in cross-culture; however, Say does not explore the cultural values, facts and attitudes in depth; therefore, readers can not formulate informed thought by themselves.

D. REVIEW EXCERPTS
From the Publisher: “An American sailor courts a young Japanese woman and each tries, in secret, to learn the other's way of eating.”
School Library Journal: “The book is wonderfully thought-provoking in its portrayal of the subtle similarities and differences among cultures.”

Reading Rainbow: “An American sailor courts a Japanese girl and each tries, in secret, to learn the other's way of eating. The two discover that when learning to eat using different tableware, manners, and customs, people often encounter problems, as well as triumphs.”

E. CONNECTIONS

Official website for Allen Say
http://www.houghtonmifflinbooks.com/authors/allensay/
Video clip in YouToBe
http://youtube.com/watch?v=gPtSl_kUrPc
Video clip in PBS
http://pbskids.org/readingrainbow/books/hearmore/039c.html
Learn more about Japanese
http://www.amphi.com/~psteffen/fmf/information.htm

Book Review: THE EARTH DRAGON AWAKES

A. BIBLIOGRAPHY
Yep, Laurence. 2006. THE EARTH DRAGON AWAKES. New York: HarperCollins Children’s Books. ISBN 0060275243.

B. PLOT SUMMARY
The main plot of is about two families’ survival in the San Francisco earthquake of 1906; one is an American family and another is a Chinese family. Henry was born into a wealthy family and lived in an upper level community. He is only child in the Travis family; however, his parents are both too busy with their business and social lives to take care of him. Ah Sing is the houseboy of the Travis family and his son, Chin, is the best friend of Henry. Although Chin cannot speak English very well, Ah Sing insists that he lives in Chinatown, and Chin has to go to a Chinese school to maintain his Chinese culture. The earthquake happened during the night while everyone is sleeping. It destroys all the property of Chin’s family. They run away from Chinatown and stay with a fisherman in Oakland to make money for living. The fierce fire comes after the earthquake and forces Henry’s family to give up all their properties and run to safety. Finally, two family members meet after the earthquake nearly three days later and have a short happy reunion in the Bay area. After everything calms down, the Travis family decides to go home San Francisco and rebuild their house. Chin and his father have to stay with the fisherman to earn money. There is one strong belief that both Henry and Chin share; that is someday they will live together.

C. CITICAL ANALYSIS
The dragon is a symbol or cultural marker at the very beginning of every segment of the story. The characters have Chinese names, such as Ah Sing and Ah Quon; Yep does not clearly address cultural markers like facial features, skin tones, hair styles, and clothing and body types in the text. Signs and decorations on the buildings, and the pattern and tempo of people’s lives in Chinatown are other cultural markers that identify Chinese immigrants. Mahjong, a traditional game for leisure time in the Chinese culture, is also mentioned in the text. Like other Chinese immigrants, Ah Sing insists on living in Chinatown and sending Chin to Chinese school to keep his cultural awareness and Chinese identity.

The culture of the people in this story is Chinese and the protagonist is a second generation immigrant in America. Although Ah Shing persists in maintaining his Chinese culture through his son, there are no Chinese characters, verbal sounds or dialects in the text which allow the readers to catch the storyline. The main issue depicts two different cultural families overcoming an unpredictable tragedy involving their cultural values and an attitude. Chin and his father are not reluctant to leave their tenements after the earthquake and stay in an unknown new place. Comparatively, Henry’s families hesitate to leave their houses and insist on going back and rebuilding their home. The fluent writing flow and short versions of each segment in a journal format enhances the way to compare and create a whole picture of what happened during the earthquake from different points of time. Although the story is non-linear without the beginning, culmination or ending, the author consistently describes the story by time lines.

D.REVIEW EXCERPTS
Children's Literature: “I must start by stating that Laurence Yep is one of my favorite authors for children's books and this book has not changed my mind in any way. The characters in this story learn many lessons—how disasters bring out the best and worse in people, how heroes are made from ordinary people, and how people find strength from within that they never knew they had to start over and rebuild their lives. Yep is an excellent writer and writes this story about the different perspectives of two young friends. I highly recommend this book.”

School Library Journal: “Yep's research is exhaustive. He covers all the most significant repercussions of the event, its aftershocks, and days of devastating fires, and peppers the story with interesting true-to-life anecdotes. Its "natural disaster" subject is both timely and topical, and Yep weaves snippets of information on plate tectonics and more very neatly around his prose. A solid supplemental choice.”

Kirkus Reviews: “Simple sentence structure and the use of present tense throughout make this a very accessible introduction. With little character development, the focus is on what rather than the whom. Still, this is solid historical fiction full of details about the times and backed up with an afterword explaining the author's connection and suggesting sources for further reading. It is notable especially for the attention paid to the experience of San Francisco's Chinese immigrants, and a good choice for reluctant readers.”

F.CONNECTIONS
Other literature related to Chinese American
· Ruthanne Lum McCunn. Pie-Biter.
· Allen Say. El Chino.
· Andrea Chang. Goldfish and Chrysanthemums.
· Andrea Cheng. Shanghai Messenger.
· Belle Yang. Hannah Is My Name.
· Bernard Ashley. Cleversticks.
· Carol Stepanchuk. Exploring Chinatown: A Children’s Guide to Chinese Culture.
· Eleanor Coerr. Chang’s Pape r Pony.
· Ellen Levine. I Hate English.
· Gene Luen Yang. American Born Chinese.
· Ginnie Lo. Mahjong All Day Long.
· Grace Lin. Year of the Dog.
· Huy Voun Lee. In the Leaves.
· Kam Mak. My Chinatown: One Year in Poems.
· Karen Chinn. Sam & the Luck Money.
· Katrina Saltonstall Currier. Kai’s Journey to Gold Mountain.
· Laurence Yep. Dream Soul.
· Laurence Yep. The Lost Garden.
· Laurence Yep. Magic Paintbrush.
· Lenore Look. Ruby Lu, Brave and true.
· Lenore Look. Henry’s First Moon Birthday.
· Lenore Look. Uncle Peter’s Amazing Chinese Wedding.
· Lensey Namioka. An Ocean Apart, A World Away.
· Lensey Namioka. Ties That Bind, Ties That Break.
· Mary Anne Fraser. Ten Mile Day.
· Milly Lee. Landed.
· Paul Yee. Dead Man’s Gold and other Stories.
· Paul Yee. A Song for Ba.
· Susan M. Nunes. The Last Dragon.
· Tin. Brothers.
· Valerie Petrillo. A Kid’s Guide to Asian American History.
· Yin and Lee Patricia Gauch. Coolies.

Book Review: A BOY CALLED SLOW

A. BIBLIOGRAPHY
Burchac, Joseph. 1994. A BOY CALLED SLOW. New York: Philomel Books. ISBN 0399226923.

B. PLOT SUMMARY
Slow was born into the Hunkpapa band of the Lakota Sious and his name was given to him because he moves slowly. This type of naming is the custom of the Hunkpapa. Even though females are dominant in this society and parents love girls more than boys, Slow’s parents still feel fortunate to have a son. However, Slow does not like his name and feels unhappy with it. He wishes that he could have a new name like his father’s, Returns Again. His father can communicate with animals and has the four other names given to him by the old bull buffalo. His father is also very brave to help the tribe escape danger at one time. In his tribe, people need to be very brave in doing special deeds to receive a new name. Even though Slow is shorter than other boys at the same age, he grows up to have broad and strong shoulders and kills his first buffalo at the age of ten. One day he leads his people to fight with the Crow and saves their lives as well as he gains many horses and weapons for the war party. His brave and unique deeds win his new name which is the same as his father’s name “Tatan’ka Iyota’ke.”

C. CRITICAL ANALYSIS
This is a unique picture book presenting American Indian cultural markers in both the illustrations and the text. Baviera uses dark colors of brown, purple, black and indigo-blue with gloomy light to present a mysterious Indian culture. It is easy to discover cultural markers in traditional representations. For example, people with copper skin tone live in Tipis. Males with strong muscles and wide shoulders ride on horses on the plain to fight with enemies to protect their families. Females with straight long hair have calm and gentle attitudes to take care of their children. Drawings on Tipis of horses running, buffalos and horses on the plain and eagles hovering in the forest are animals presented in this story. The recurring themes are about a boy building his self-esteem by using his bravery and wisdom to help the tribe survive. Also, the story shows customs of giving a child a name and the social positions of man and women to be Hunkpapa’s cultural markers.
Language plays an important role in identifying original cultures; however it may be an obstacle for outside readers to get into the reading. The language of the Indian dialects, titles and terms are appropriately used in the text to enhance cultural authenticity. For example, “Wakan-Tanka”is the creator in Sioux, and the term of Tiyospaye and Tipi are the dwellings for Hunkpapa to live. Language flow is very calm and smooth in this story like an Indian telling his/her life experiences and customs while you are reading the book.
The original culture is identified as the Hunkpapa branch of the Lakota Sioux, and the year the story happened is also addressed at the beginning. Even though Bruchac is of the Abenaki descent, he writes a story about Hunkpapa, showing he values all Indian cultures by accurately presenting native languages, customs, dresses, symbols and settings.

D. REVIEW EXCERPTS
Publishers Weekly: “Bruchac's (see Gluskabe and the Four Wishes, reviewed above) meaty yet cohesive narrative is richly complemented by Baviera's large, atmospheric paintings. Employing a somber palette marked by radiant bursts, the first-time children's illustrator evokes the solemnity and awe of ripening adulthood. Satisfying for its attention to historical and multicultural issues; stirring in its consummate storytelling. Satisfying for its attention to historical and multicultural issues; stirring in its consummate storytelling.”

Horn Book: “The pictures evoke a sense of timelessness and distance, possessing an almost mythic quality that befits this glimpse into history.”

Children's Literature: “Bruchac provides another dramatic story in which he tells how a young Sioux brave named Slow earned his name-Sitting Bull. Leading his tribe against the attack of the enemy Crow, Slow proves himself to be brave. The paintings are marvelous, almost mystical, and match the quiet force of this legendary hero.”

School Library Journal: “The illustrations, oils that are rich and somber, convey details of traditional Lakota life, from the warm, close interiors of the family home to a pre-dawn assembly of warriors about to raid their Crow neighbors. The text creates an equally subtle portrayal of Plains Indian life. Many stereotypes of Native American culture are gently corrected, as when the author acknowledges that "women are the heart of the nation.'' The traditional Lakota explanation for the advent of horses is given alongside mention of their historical introduction by European explorers. Dialogue in the Native language helps to convey the richness of the culture. By the time Slow earns his new name, young readers will feel they know a real person-the man who was to become Sitting Bull, one of the great Sioux warriors and a hero at the Battle of Little Bighorn. This book works beautifully as historical fiction; it is less successful as biography as none of the dialogue is documented. An inspiring story.”

E. CONNECTIONS
Hunkpapa Sioux Indian Tribe History
http://www.accessgenealogy.com/native/tribes/siouan/hunkpapahist.htm

Other Children’s Literature with Hunkpapa Themes:
Aller, Susan Bivin. 2004. Sitting Bull.
Adler, David A. 1993. Picture Book of Sitting Bull.
Black, Sheila. 1989. Sitting Bull and the Battle of the Little Big Horn.
Collier, Lincoln James. 2003. The Sitting Bull You Never Knew.
Davis, C. Kenneth. 2003. Don’t Know Much about Sitting Bull.
George, St. Judith. 1931. To See with the Heart: The Life of Sitting Bull.
Isaacs, Sally Senzell. 2000. America in the time of Sitting Bull: 1840 to 1890.
Left Hand Bull, Jacqueline. 1999. Lokota Hoop Dancer.
Schleichert, Elizabeth. 1997. Sitting Bull: Sioux Leader.
Shaughnessy, Diane. 1997. Sitting Bull: Courageous Sioux Chief.

Resources come from Denton Public Library and TWU Library.