Asian American Literature Book Review

 Ties That Bind, Ties That Break

1. Bibliography 

Namioka, L. 1999. TIES THAT BIND, TIES THAT BREAK. New York, NY: Dell Laurel-Leaf. ISBN 0440415993

2. Plot Summary

Living in a modest compound with servants and her amah, Ailin lived a comfortable life and was a happy young girl. However, her whole life changed one day when her grandmother and mother arranged a meeting with the family of her future husband. Although she was still young this was the custom in her culture and with this custom came the painful custom of having her feet bound. Because she refused to have her feet bound, her engagement was broken and her future seemed bleak. It was her father that changed the course of her future in a positive way by allowing her to attend the public school for girls. However, when her father died her mean Uncle gave her a choice to become a concubine, nun or a farmer's wife. Ailin decided to become an amah for an American couple, which changed the course of her future by leaving with them to America, where she found a husband and owned a restaurant. 

3. Critical Analysis (Including Cultural Markers)

TIES THAT BIND, TIES THAT BREAK is a young adult fiction novel that describes the painful struggle of foot binding and other Chinese traditions that girls have to endure during that time period. Because it is a fiction novel it also contains the regular literary elements, which include character development, settings, conflicts and resolutions. The main character is Ailin Tao and her two older sisters. Knowing that she has two older sisters is important to the story because it will set the conflict with having her own feet bound. This happened when she asked her second sister to show her bound feet. It was there that Ailin decided to defy the tradition of feet binding. This would lead the novel into other events that predicted Ailin’s future. 

The novel has many in text Asian cultural markers that make the novel authentic. The description of the family’s compound and environment was very precise. The compound had fifty rooms that accommodated two families. Her Uncle’s ( with two wives) and her father’s family all lived in the same compound. This practice was very common in Asian culture during that time period. The tradition of matchmaking is also described in the novel. Her grandmother said, “It’s never too early to have your marriage settled”. “ Some babies are engaged before they’re born.” Although Ailin seemed to be okay with the marriage arrangement, she was not okay with the Chinese tradition of feet binding. 

The next cultural marker that is connected to Chinese culture is the tradition of the females having their feet bound. The author is able to specifically describe the procedure for foot binding. “I sat quietly on the bed while they bound the strips tightly around my toes, bending all except the big toes against the soles of my feet. It was uncomfortable, but it didn’t feel as bad as I had expected”. “I changed my mind when I tried to get up from bed after the wrapping. Putting weight on my bound feet sent sharp stabs of pain into my bent toes, and the pain went shooting all the way up my legs”. It was her father that saved her from having her feet bound. It was this event that set the theme and other conflicts of the novel. This was because in order to get married into a wealthy family, the females had to abide by this tradition. Ailin’s family reputation and good standing depended on marrying into a “good family”. 

Another cultural marker that is connected with Chinese culture are the gender roles that are described in the novel. The males were expected to be the heads of the family and had more opportunities, while the females were expected to become wives and bear children. Because the author was able to give an insider’s perspective of the gender roles, Ailin’s emotions and actions developed in the novel. 

It is important to mention that the author also included a note on the tradition of foot binding at the end of the novel, where she explains the beginning of the practice. She also mentions other cultures that have other painful cultural traditions that females had to endure. “Victorian women wore corsets so tight that they swooned at the slightest excitement. African women stretched their lips as big as plates or endured female circumcision. Some American women wear four-inched-high heels that force them to totter around”. 

Overall the novel depicts several Asian cultural markers that make the story authentic. The author is able to give many inside perspectives that enhance Chinese culture and create an excellent story of a young Chinese girl that defied the Chinese tradition of foot binding. 

4. Reviews Excerpts

Washington State Book Award

California Young Reader Medal 

Kirkus Review: The metaphor of things bound and unbound is a ribbon winding through this vivid narrative; the story moves swiftly, while Ailin is a brave and engaging heroine whose difficult choices reflect her time and her gender. (Fiction. 9-14)

School Library Journal Review: Written as a flashback, the story is perfect for middle grade listeners interested in Chinese culture. With a cursory allusion to the political changes in the country, younger listeners get a clear picture of the actual events happening during the time, but older students may want more thorough explorations into the role of women and the political climate at the beginning of the century.—Shanna Miles, South Atlanta Educational Complex, GA

5. Connections

Half and Half by Lensey Namioka

Asian American Literature Book Review

 The Year of the Dog

1. Bibliography 

Lin, G. 2006. THE YEAR OF THE DOG. New York, NY: Hachette Book Group. ISBN 0316060003

2. Plot Summary

Pacy, also known as Grace (her American name), is celebrating the Year of the Dog, which is part of the Chinese New Year with her sisters and parents. Once her mother tells her the significance of the Year of the Dog, she automatically needs to know what she wants to be when she grows up before the year is over. She struggles with many options, but is disappointed when they don’t turn out. Because of her mother’s childhood stories, she is able to discover her talent, which is writing stories in which she can see herself and her culture. 

3. Critical Analysis (Including Cultural Markers)

THE YEAR OF THE DOG, is a great fictional/memoir that includes the regular literary elements like character development, settings, conflicts and resolutions. The main conflict in the novel is Pacy’s struggle to find her talent, as a Chinese American. Throughout the novel, Pacy also struggles with her identity as a young, Chinese
American girl living in America. The theme suggested in the novel is finding oneself and cultural values. 

THE YEAR OF THE DOG has many Chinese/Taiwanese American cultural markers that enhance the novel and make it authentic to Asian American culture. Since the novel’s topic is the celebration of the Chinese New Year, the first cultural marker that connects to Asian American are the festivities that the family prepares. The passing of the Hong Boa special red envelopes with money in them, the staying up late (to add years to their parents lives), drawings that depict the animal of that year, the special foods (whole fried fish, dumplings, vegetables, buns shrimp and pork) and a candy tray filled with Chinese candy. Because the family lived in America, Pacy also included American candy to fill the tray (M&M’s). This is important in the novel because it can symbolize the struggle with her identity in the novel. The next celebration that connects to Asian American culture is her cousin Albert’s Red Egg party and how they prepared. The characters had to color red eggs, which the character mentions that they are used for good luck. Pacy and her sisters also had to wear their special Chinese clothes. Another important cultural marker that is linked to Chinese culture is when Pacy’s grandmother painted the tiger and pig characters onto her neck to make it feel better. The author was able to give an insider’s perspective into these celebrations, which enhance the novel with specific Asian American details. 

The next Asian American cultural marker found in the novel is the interlanguage that was used. “Gong xi-gong xi! Xin-nian kuai le!” or “Happy New Year” is what was heard on the phone from Pacy’s relatives that still lived in Taiwan. “Ja-ba, bei?” was also used during Albert’s new born celebration, which means “Have you eaten yet?” in Taiwanese. It is important to note that Pacy and her sisters didn’t speak or understand Taiwanese so they had to rely on her parents to translate to their older relatives. This played an important role in the novel because it is how Pacy struggled with her Chinese identity. At the TAC camp the other Chinese girls called her a “twinkie”, which meant that she is a Chinese person who has become Americanized. This was the first time that Pacy felt discriminated against by her own people and it made her feel horrible. 

Although the novel has small, hand drawn illustrations, they also depict Asian American culture. The first illustration is found on the first page and it displays the family. The author was able to capture the facial features and hair style of an Asian family. The other illustrations shown are the Chinese foods and candy tray used for the New Year celebration. The Chinese dresses that were worn for Albert’s newborn celebration are also well drawn and add to the Asian celebration. 

The author was able to authentically describe an important Asian celebration and create a whole storyline around the celebration. The author was also able to give many inside perspectives on the struggles of being a Chinese American living in America. 

Review Experts

Asian Pacific American Librarian Association Honor 

Texas Bluebonnet Award Masterlist

Publisher’s Weekly Review: The book’s inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand- lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here. Ages 8-12. (Feb.)

Booklist Review:  Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today’s young readers.

4. Connections

She Persisted: Maya Lin by Grace Lin

Teachers and librarians are able to use this novel to guide students in character development using a graphic organizer. 

Asian American Literature Book Review

 Apple Pie 4th of July

1. Bibliography

Wong, J.S. 2002. APPLE PIE 4TH OF JULY. Ill by Margaret Chodos-Irvinel. Orlando, Fl. Harcourt Books, Inc. ISBN 9780152025434

2. Plot Summary

The young girl and her family own a small food store in town. They are very excited because it's the 4th of July. As her parents prepare the Chinese food, she doesn’t understand why her parents are cooking chow mein. She is constantly saying, “No one wants Chinese food on the Fourth of July”. The girl is upset because although there is a parade outside nobody comes to the store. The girl starts to get impatient because she believes nobody wants to come to a Chinese store on the Fourth of July. She wants her parents to understand that having apple pie was more American than cooking Chinese food. However, after the parade was over, a lot of customers started coming in and buying their Chinese food. This made the girl very happy. At the end the family goes to the roof top to see the firework show and enjoy their Chinese food with the apple pie. 

3. Critical Analysis (Including Cultural Markers)

 APPLE PIE 4TH OF JULY is a great fictional story that includes literary elements like character development, setting (family store), conflict and resolution. Although the author does not include the character’s names, she builds a great story around the setting and Asian American cultural markers. For example, the girl seems upset that her parents are cooking Chinese food instead of celebrating the 4th of July the American way. 

APPLE PIE 4TH OF JULY also includes several in text Chinese American cultural markers. The little girl specifically mentions “Chinese food” and the type of food that the parents are cooking “chow mein, sweet-and-sour pork, egg rolls, noodles”. She also mentions “My parents do not understand all American things. They were not born here”, which is why she feels frustrated that they don’t celebrate the holiday the American way. 

Margaret Chodos-Irvine is the illustrator for the story and she is able to use Chinese American cultural markers in her illustrations. It is important to mention that the characters are wearing modern clothing, so the reader can conclude that the story takes place in modern times. The reader can also conclude that the little girl is proud of being able to celebrate the 4th of July, because she is wearing the colors usually worn during that holiday (red, white and blue). 

The facial features and skin tone of the characters is another Asian cultural marker. The illustrator uses a lighter brown color for the main characters, but uses a lighter tone for the customers coming to the store. At the end of the story she included a page with illustrations of several children from different cultures happily celebrating the 4th of July. This is important because the reader can tell that all cultures are able to celebrate an American holiday together. 

The author and illustrator are able to provide the readers with an insider’s perspective of the Chinese American culture living and celebrating an American holiday. 

4. Review Excerpts

Asian/Pacific American Award for Literature

Charlotte Zolotow Award

Kirkus Review: All at once, cultural boundaries don’t seem quite as defined. (Picture book. 3-7) 

5. Connections

This Next New Year by Janet S. Wong

Teachers and librarians are able to use this book to teach themes using a graphic organizer. 

Asian American Literature Book Review

 Tea with Milk 

1. Bibliography

Say, A. 1999. TEA WITH MILK. New York, NY: Walter Lorraine Books. ISBN 0395904951

2. Plot Summary

Masako, who also goes by May, is a young Japanese girl living in the United States with her father and mother. She has assimilated well into American life and enjoys everything that has to do with America. She even liked to drink her tea with sugar and milk. Once she graduated from high school, her parents told her that they would be moving to Japan. Her parents wanted her to learn the Japanese language and culture. Although she tried to assimilate herself to the Japanese traditions, she was not able to do it and decided to leave her village. Masako then ended up in Osaka, where she found a job and a boyfriend. Later they both moved to Yokohama, where they married and had a family. 

3. Critical Analysis (Including Cultural Markers)

TEA WITH MILK is a great fiction picture book that authentically depicts the life of a young Japanese girl born in America and then taken back to Japan. The story has elements of fiction. The author was able to include the characters, settings, conflicts and resolution. The author was able to instantly tell the reader that the characters were Japanese. This development will connect to the conflict in the story. Although the setting in the beginning starts in San Francisco, the family will then move to Japan. It is this action that contributes to the main character's feelings and actions in the story, which will develop the conflict. Masako has been living in the U.S.A her entire child and young adult life, and she is afraid that she might not know the culture and language well. 

The author also includes some text culture markers that connect to Japanese culture. The first text marker that is connected to Japanese culture is the introduction of the main character (Masako). Her name is Masako, but her parents called her Ma-chan and the author also states that her parents spoke to her in Japanese, which explains the family’s native language. The reader can then conclude that her parents are originally from Japan. 

The author also utilizes interlanguage in the story, which authentically connects to Japanese culture. This occurs when Masako attends school in Japan and feels like an outsider. Because she had to attend Japanese language classes, the other students called her a “Gaijin”. The author was also able to translate the word, which means “foreigner”. This event was important to the story because that is how Masako felt. This made her very unhappy, which contributed to her leaving for another city. 

The mention of the cities in the text also contributes to Japanese culture. Because the author is from Japan, he was to describe the city of Osaka. “Noises of trolley bells clanging, car horns blaring, trucks rumbling! And tall buildings with windows like mirrors!”. The author was also able to mention the city of Yokohama, which is his birth place. This would be the final place where the characters would get married and have their own family (which mentions that the author was their first child). In knowing the author’s background, the reader can tell that the author (Allen Say) utilized a lot of his life in the story. He was able to give an insider's perspective on the life of a Japanese American. 

The next important cultural marker that connects to Japanese culture are the traditions that Masko had to follow. The first tradition is the foods that Masako ate while at home. At home she had rice and miso soup with plain green tea. While in Japan, she had to wear kimonos and sit on the floor and was expected to speak in Japanese. She also had to learn calligraphy and the tea ceremony. Because Masako had spent so much time in America, she found all of these traditions to be very frustrating. Especially the tradition of an arranged marriage (Omaiai) by a matchmaker (Nakodo). It was this tradition that prompted Maskao to leave her village and go to Osaka, which is a big city like San Francisco. Masako’s dream was to finish college and be on her own and having an arranged marriage would ruin her plans. All of these details enhance the story and give it an authentic Japanese perspective. 

Allen Say was also the illustrator of TEA WITH MILK. He was able to use authentic illustrations that connect with Japanese culture. The first page illustration depicts the main character as an Asian American. The reader can also conclude that they are living in America, because of the American flag flying outside her home. This is important because all she had ever known was America and being forced to move contributed to the conflict in the story. 

Another Asian American cultural marker are the clothing that are depicted in the illustrations. The family moved Masako back to Japan, so she was forced to wear the traditional Japanese kimono. This incident played an important part in the story because she struggled with her cultural identity. Other female characters in the story are also wearing kimonos. 

The illustrations of the places including her home in Japan are very descriptive. The illustrator was able to draw the buildings with Japanese writing and flags that are found in Japan. By looking at the illustrations the reader can also conclude this story might have taken place in the early 1900s. The cars used in the illustrations are those used during that time period. 

Overall this is a great story that has authentic Japanese cultural markers. The author was able to include many markers in the text as well as the illustrations. 

4. Review Excerpts

School Library Journal Best Book

Oppenheim Toy Portfolio Gold Seal Award

Riverbank Review Children’s Books of Distinction Award winner

Kirkus Review: In describing how his parents met, Say continues to explore the ways that differing cultures can harmonize; raised near San Francisco and known as May everywhere except at home, where she is Masako, the child who will grow up to be Say’s mother becomes a misfit when her family moves back to Japan. Rebelling against attempts to force her into the mold of a traditional Japanese woman, she leaves for Osaka, finds work as a department store translator, and meets Joseph, a Chinese businessman who not only speaks English, but prefers tea with milk and sugar, and persuades her that “home isn’t a place or a building that’s ready-made or waiting for you, in America or anywhere else.” 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. A stately cousin to Ina R. Friedman’s How My Parents Learned To Eat (1984), also illustrated by Say. (Picture book. 7-9)

5. Connections

Grandfather’s Journey by Allen Say

Teachers and librarians can use this book to conduct a character development analysis using a graphic organizer to organize the main character's feelings, actions and dialogue. 

Native American Literature Book Review

  Hearts Unbroken

1. Bibliography 

Smith, C.L. 2018. HEARTS UNBROKEN. Crawfordsville, IN: Candlewick Press. ISBN 9780763681142

2. Plot Summary

Louise is a young girl that tries to navigate her personal love relationships as well as her Native American heritage. Her school and home life were normal until she joined the school journalism class and her younger brother (Hughie) is selected to play the tin man in the Wizard of Oz in school. Because the musical director chose diverse characters for the play, including Hughie, the Parents Against Revisionist Theater protested the cast and even went as far as to harass some of these families. Keeping true to her journalism talent, Louise used that platform to bring awareness to this issue with the help of her brother. Ending the harassment was her ultimate goal as well as to apologize to her boyfriend for being insensitive. 

3. Critical Analysis (Including Cultural Markers)

HEARTS UNBROKEN is a fantastic coming of age and overcoming obstacles modern story. It contains the regular literary elements, which include character development, setting, conflict and resolution. The text structure that the author utilized for this novel is the problem and solution structure. The author can conclude that the main conflict in the novel is the racial harassment that the main characters endured. Although there are minor problems as well, like the romance break-ups. The author is able to develop the character’s actions, feelings and dialogue to create a sense of mystery too. The mystery of who was harassing the families in the story. 

HEARTS UNBROKEN has many in text Native American cultural markers. The first cultural marker is the interlanguage. Louise describes herself and her family as “ One Muscogee (Creek) Nation citizen”. Therefore, the interlanguage the author uses in the novel is Mvskoke. There are many references in the novel to this language and it is also helpful that the author provided a Mvskoke-English glossary at the end of the book. This really aids the reader in translating the Mvskoke to English, therefore understanding the novel. 

Another important Native American cultural marker is the reference to some of the characters' skin tone. For example, in the text Louise mentions that Hughie’s skin tone was darker like her mothers. 

Another Native American cultural marker that connects to the Muscogee are the traditional celebrations that were mentioned in the text. For example, Louise mentions that in June the family attends the Mvskoke Fest in Okmulgee. She even describes some of the activities performed. Also Louise and Hughie planned to attend the Mvskoke Language Camp. It is also important to mention that Louise also mentioned applying to Native American scholarships for college. 

It is important to also mention the connection the author made to the historical events that occurred with L. Frank Baum and his racist editorials. The author also mentions other historical events like the killing of Sitting Bull and the Massacre at Wounded Knee. It is because of L. Frank Baum that the character of Hughie changes his mind about participating in the play The Wizard of Oz. 

Overall the novel is filled with many Native American cultural markers that not only connect to the Muscogee group, but also other Native American groups. The author is able to develop a story around some important historical events that contribute to the character development of Louise and Hughie. 

4. Reviews Excerpts

American Indian Youth Literature Award 2020

ALA Amelia Bloomer List (Young Adult Fiction) 2019

Kirkus Review: “Suburban,” Muscogee (Creek) girl Louise “Lou” Wolfe confronts the politics of being Native in an overwhelmingly white high school while finding first love.

5. Connections

Rain is not my Indian Name by Cynthia Leitich Smith 

Teachers and librarians are able to use this novel to teach character development and theme by using a graphic organizer to organize and guide students. 

Native American Literature Book Review

 Crossing Bok Chitto: Choctaw Tale of Friendship & Freedom

1. Bibliography 

Tingle, T. 2006. CROSSING BOK CHITTO: CHOCTAW TALE OF FRIENDSHIP AND FREEDOM. El Paso, TX: Cinco Puntos Press. ISBN 139780938317777

2. Plot Summary

Martha Tom is a young Choctaw Native American, who is given the task to find blackberries. Unable to find any, she ventures across the Bok Chitto river. It was there that she witnessed how the African American people were kept in slavery. It was there that she met Little Mo (Moses). Because she didn’t belong on that side of the river, Little Mo was given the task to take her back across the river. It was there that he was made aware of the stones in the river used by the Choctaw people to cross the river. It was until Little Mo’s mother was sold into slavery and had to leave her family that Little Mo told his father about a way to escape across the river. Once across the river, Little Mo’s family asked the Choctaw people to help them escape their captives. The Choctaw women devised a plan to help them escape. The women dressed in their wedding attire and had Martha Tom walk on the river and cross his family across the river, therefore reaching freedom. 

3. Critical Analysis (Including Cultural Markers)

 CROSSING BOK CHITTO: CHOCTAW TALE OF FRIENDSHIP AND FREEDOM’s genre is historical fiction. It was mostly intended for young adult audiences, but it can be used for lower grade as a read aloud. The title follows the regular literary elements. The author included characters, settings, conflict and resolution. The reader can conclude the time period is the 1800s. The text structure that the author followed for this title is the problem and solution. The theme the author implies in the story is that of friendship and being helpful. 

 CROSSING BOK CHITTO: CHOCTAW TALE OF FRIENDSHIP AND FREEDOM includes many Native American culture markers. The author used text references that are connected to the Choctaw group and African Americans. The identification of Martha Tom made by an African American slave. He mentioned, “You’re Choctaw, from across Bok Chitto?”. The author also identified the characters as belonging to the Choctaw in the beginning of the story. For example, the author mentioned, “On one side of the river lived the Choctaws, a nation of Indian people. Throughout the book the author makes more references to that specific Native American group. Therefore the reader is able to know which Native American group the book is about.

Another Native American culture marker is the in text language. The author uses the Native American language during the Choctaw wedding. “Way, hey ya hey ya, You a hey you ay, A hey ya hey ya!”. The author also included another song that the main character translated from English to her native language. “Nitak ishtayo pikmano chissus ut minitit. Umala holitopama Chihot aya lashke!”. 

The illustrator of the story is Jeanne Rorex Bridges. She utilizes many Native American culture markers in the illustrations. The first Native American cultural marker that she uses is the home built by the Choctaws, which were log cabins. It is important to mention that during that time period the Choctaws transitioned from “Chukka” (grass like huts) to log cabins. The next Native American culture marker in the illustrations were the moccasins that Martha Tom and the other Choctaw characters were wearing. The traditional wedding attire used by the women is another Choctaw tradition. The illustrations depict Choctaw women wearing white long dresses. 

The skin tone and facial features of the Choctaw are also a cultural marker connected to Native Americans. The illustrator captured the brown skin tone and facial features that connect to the Native Americans.  Because the story connected two cultures, the illustration also captured the skin tone and facial features of African Americans. Another important feature is the hair color and texture that were depicted for the Native Americans. The illustrations show dark, long  color hair on the Choctaw main character and women. 

The one Native American celebration that was depicted in the story also connects to the Choctaw group, which was the wedding celebration. The role of the men and the role of the women in the celebration are shown in the illustrations, as well as in the text. It is important to note that the author does clarify that such a wedding celebration is also done the same way today. The author does this clarification at the end of the book in the note section. 

The author is also able to give the reader a modern day factual note about the Choctaw Native American group at the end of the book. It also includes photographs of today’s Choctaw people. 

Overall the story depicts in text and illustration Native American cultural markers that connect to the Choctaw people. 

4. Review Experts

American Indian Youth Literature Award

ALSC Notable Children’s Book

Jane Addams Children’s Book Award Honor

Publisher’s Weekly: Bridges, a Cherokee artist making her children's book debut, joins Tingle (Walking the Choctaw Road ) in a moving and wholly original story about the intersection of cultures. The river Bok Chitto divides the Choctaw nation from the plantations of Mississippi. "If a slave escaped and made his way across Bok Chitto, the slave was free," writes Tingle, "The slave owner could not follow. That was the law." But Bok Chitto holds a secret: a rock pathway that lies just below the surface of the water. "Only the Choctaws knew it was there, for the Choctaws had built it," Tingle explains. When a slave boy and his family are befriended by a Choctaw girl, the pathway becomes part of an ingenious plan that enables the slaves to cross the river to freedom—in plain view of a band of slave hunters during a full moon. Bridges creates mural-like paintings with a rock-solid spirituality and stripped-down graphic sensibility, the ideal match for the down-to-earth cadences and poetic drama of the text. Many of the illustrations serve essentially as portraits, and they're utterly mesmerizing—strong, solid figures gaze squarely out of the frame, beseeching readers to listen, empathize and wonder. Ages 5-up. (Apr.)

5. Connections

Moses: When Harriet Tubman Led Her People To Freedom by Carole Boston Weatherford

The teachers and librarians are able to use this book and conduct a theme assignment using a graphic organizer with the events of the book. 

Native American Literature Book Review

 Fry Bread: A Native American Family Story

1. Bibliography

Maillard, K.N. 2019. FRY BREAD: A NATIVE AMERICAN FAMILY STORY. Ill by Juana Martinez-Neal. New York, NY. Roaring Brook Press. ISBN 97816267727465 

2. Plot Summary

A group of children are helping the Nana in the story make fry bread. Fry bread is the central part of their family’s activities and togetherness. Fry bread is part of the characters’ Native American culture. 

3. Critical Analysis (Including Cultural Markers)

 FRY BREAD: A NATIVE AMERICAN FAMILY STORY is a fictional picture book that celebrates food, family and culture. The book does have some of the literary elements of fiction. For example, it includes characters, settings and events. The characters are the children and adults in the story. The settings can include the kitchen, patio and imaginary map of the U.S.A. The main event in the story is the making of fry bread, which includes the children's participation. 

FRY BREAD: A NATIVE AMERICAN FAMILY STORY includes many Native
American cultural markers. The first Native American culture marker that needs to be mentioned in the text, is the printed names of several Native American groups in the inside front and back cover. The author wanted the readers to know that there are several Native American groups still present. Another Native American cultural marker is the mention of fry bread, which as the author notes is a Native American bread, known to have roots in many Native American groups. Another text Native American cultural marker is the mention of Native American activities or celebrations. For example, the use of “Powwows” as a celebration. Also the mention in the text about the stolen land, “Fry Bread Is History, The long walk, the stolen land. Strangers in our own world”. The author refers to the first Europeans stealing their land and moving several Native American groups to other parts of the country. The mention in “Fry Bread Is Nation”, about other Native American groups is another indication that the author uses it to connect with Native American culture. The Abenaki, Apache, Arapahoe, Ojibwe, Onondaga, Oglala Sioux, Narragansett, Navajo, Nipmuc, Seminole, Shoshone, Sac & Fox and many other tribes. The reader is able to conclude that the fry bread is not only for one tribe alone, but many other Native American groups have their own version of the bread. 

The illustrator for this picture book is Juana Martinez-Neal. Neal uses colorful drawn illustrations that have many Native American cultural markers. The first marker that needs to be addressed is the multicolored skin tones of the characters. Some children have light skin, while others have brown to dark skin tones. These skin tones all belong to the same family, which means that family is multiracial. The adult facial features, skin tone and hair texture represent Native American (Indigenous). Their hair is black, thick and coarse. With the exception of one of the adults, which has cornrows, an African American characteristic. The same goes with the children’s depiction in the story. Some children have brown, black, blonde and red hair (Ginger). 

Another Native American culture marker is the representation of patterns in some of the clothing. One of the female characters has a dress with different woven patterns, as well as the illustration of the dolls. The woven baskets that are depicted in the illustrations are also a Native American cultural marker (Seminole). The rug at the end of the story has Native American patterns that connect also to the Seminole. 

In “Fry Bread is History”, the illustrator depicts a scene of storytelling, which is a craft of Native Americans. This is one important way that the Native Americans would pass down their history and connection to nature. It is important to mention that the illustrations depict a modern multiracial Native American family. The majority of the clothing of the characters is an indication of modern clothing. The author also includes several historical facts at the end of the book, explaining each heading of the book. He also includes his own fry bread recipe and directions. 

Overall the picture book authentically captures a modern Native American family coming together to enjoy a traditional food (fry bread), while participating in traditional activities. 

4. Review Excerpts

Robert F. Sibert Informational Book Medal 2020

American Indian Youth Literature Picture Honor 2020

Horn Book: In the extensive, informative back matter, Maillard (a member of the Seminole Nation, Mekusukey band) explains how fry bread became a part of many Native Americans’ diet after the people were forced from their land and given limited rations by the United States government. The book’s endpapers powerfully list the names of Indigenous communities and nations currently within the U.S., some federally recognized, others not. Regardless of “official” status—as the book declares—“We are still here.” Reference list and notes—plus a recipe—are appended.

November/December 2019 Horn Book Magazine.

5. Connections

Teachers and librarians are able to use this book to lead a food activity with the students. Have students bring a traditional food and discuss the connection with their culture.