Native American Literature Book Review

 Many Nations: An Alphabet of Native America 

1. Bibliography

Bruchac, J. 1997. MANY NATIONS: AN ALPHABET OF NATIVE AMERICA. Ill by Robert F. Goetzl. New York, NY: Bridgewater Books. ISBN 0816743894

2. Plot Summary

A collection of letters of the alphabet that represent different Native American groups utilizing nature’s gifts. From letters A through D different Native Americans groups celebrate different activities. Letters E and F celebrating animals in nature and letters G through Z also introducing Native Americans respecting and using nature. 

3. Critical Analysis (Including Cultural Markers)

MANY NATIONS: AN ALPHABET OF NATIVE AMERICA is a picture book for children that teach the letters of the alphabet, but also teaches about different Native American groups and their unique connection to nature. MANY NATIONS: AN ALPHABET OF NATIVE AMERICA doesn’t follow the common literary elements of a fiction book, but instead uses phonemic awareness elements to teach letter and sound connection. The reader can isolate the beginning phoneme to stress the sound of the letter. Therefore teaching phonemic awareness. 

The author uses many Native American culture markers in this picture book. In the text, the author authentically recognizes many Native American groups. Native American groups like the Anishinabe, Blackfeet, Choctaw, Dakota, Goshute, Hopi, Iroquois, Jemez, Klallam, Lummi, Micmac, Navajo, Otoe, Penobscot, Quapaw, Rappahannock, Shinnecock, Tuscarora, Umpqua, Wampanoag, Yavapai and Zuni. Therefore the reader is able to learn the names of different Native American groups. Another culture marker in the text, are the activities that represent each Native American group. The author is able to authentically capture each Native American’s unique way to connect to all four aspects of nature, which are earth, wind, water and fire. For example, the Anshinabe use the trees to make birch bark bowls, the Iroquois plant trees and the Klallam use cedar trees to make canoes. The wind is utilized in the book as a way for the Hopi to listen. The water is used for the Lummi to gather clams, the Quapaw to build their villages and the Rappahannock to fish with their nets. In the book the fire is used by the Dakota to storytell and it is also used as a source of light. 

Robert Goetzl is the illustrator of MANY NATIONS: AN ALPHABET OF NATIVE AMERICA. The technique that he utilized in the illustrations are colorful like paintings, which contain many authentic Native American culture markers. One of the Native American culture markers is the authentic clothing and accessories that is specifically connected to each Native American group. Because of the depictions of clothing, the reader is able to see the differences between each Native American group. 

The depictions of the skin tone in the illustrations, is another Native American culture marker. Although Goetzl uses brown tones to depict the skin color, the facial features on the characters are different, which add to the richness of the Native American groups. 

Another Native American culture marker that Goetzl utilizes are the illustrations of the environment and shelter. For each of the Native American groups used in the book, the environment and shelter is connected to that specific group. For example, the illustration of the Anishinabe is surrounded by forest and the shelter is a wigwam, which is consistent with the Anishinabe group in that time period. Also the illustration of the Jemez Pueblo environment and shelter is also consistent with that group and its shelter of that time period. The Jemez Pueblo of that time period made adobe homes in the North central part of New Mexico. For a more contemporary glimpse, Goetzl uses illustrations of the Navajo. The illustrations depict the Navajo with modern clothing, but still in their region of New Mexico, Arizona and Utah. This was a great way for Goetzl to include a glimpse of a Native American group of modern times. Therefore the reader concludes that Native American groups are still part of the United States. 

Overall this picture book authentically portrays different Native American groups of history as well as Native Americans of today. It is a great book to teach the alphabet to emergent readers. It is important to state that the author does include an author’s note at the end of the book, in which Bruchac explains the intentions of the book. 

4. Review Excerpts

International Reading Association Teacher's Choice Award

5. Connections

A is for Arizona: A Grand Canyon State ABC Primer by Trish Madson

Teachers and Librarians are able to use this book to teach the alphabet, as well as introduce Native American groups. 

Hispanic/Latinx Literature Book Review

 Under The Mesquite

1. Bibliography 

McCall, G.G. 2011.UNDER THE MESQUITE. New York, NY: Lee and Low Books Inc. ISBN 9781600604294

2. Plot Summary

Lupita started her young life in Coahulia, Mexico, but was uprooted and taken to Eagle Pass, Texas. She was the eldest of eight children and tried to navigate school and help her mother with her younger siblings. However, everything changed, when she learned that her mother was diagnosed with ovarian cancer. She had to take on the role of being a mother to her siblings, while going through her own pain. After her mother died, she was lost and didn’t know how to navigate her life. It was a trip back to Mexico that made her realize that her mother wanted to see her experience life. It was just that that Lupita did when she returned back to Eagle Pass. She continued to make her own way by going away to college, but still remembering her loving mother. 

3. Critical Analysis (Including Cultural Markers)

UNDER THE MESQUITE is a free-verse novel under the genre of domestic fiction. It contains literary elements that include settings, character development, conflict and resolution. It also contains a theme of family bonds and determination. The author is able to chronologically make the characters older as the verses depict the character’s milestones. The author also utilizes the mesquite tree as a symbol of determination and survival. The author is able to explain the meaning of the tree in the first page of the novel. This is important because the reader can infer that just as the tree is strong and sturdy and can survive in harsh conditions, so will the main character of the novel. 

The first Hispanic culture marker that was found in the novel was the interlanguage that the author utilizes. For example, throughout the novel the author uses Spanish words like “loteria”, “comadres”, “los Estados Unidos”, “mi amor”, “telenovela” and many other Spanish words. 

The next Hispanic culture marker found in the novel are the names of the characters. The names are very common within Hispanic culture. For example, Lupita, Analiza, Victoria, Paco, Tita, Juanita, Rosita and Benito. It is important to note that Lupita is a name that is derived from Guadalupe and has a strong connection in Hispanic culture to the “Virgen de Guadalupe”. 

In the verse titled “elotes” the author describes the Mexican snack, which makes this another culture marker connected to Mexico. “Los elotes are delicious, sweaing butter and painted with chili-powered lime juice” and “so good and so spicy, muy rico y picoso”. 

In the verse titled, “las telenovelas”, there is a description of the skin tone of the mother, making this another culture marker connected to Mexico. “But her skin is different. Hers is a darker, richer brown.” Another reference to the skin tone is made in the verse titled “Swimming the Rio Grande”. “Papi is stranded in the shade of the mesquite trees because he is güero, not dark like we are”. 

Another cultural marker that is linked to Hispanic culture is connected to folklore. The author uses references to the “Llorona”, which is a story told to children to get them to go to sleep. In the verse titled “Mother, May I”, Lupita states, “I pray every day for a miracle, or for the legendary la Llorona, that horrifying ghost of a mother, to carry off my troublemaking siblings”. Often Hispanic children grow-up knowing this story, because it is told over and over by their parents. Along with the Spanish version of the bogeyman, which is the “Cucuy”. 

The next Hispanic culture marker that is found in the novel is the connection that the main character has with Mexico and the U.S.A. The reference in the novel to crossing the Rio Grande, which is a river connecting parts of Mexico with the U.S.A.  “When I peeked out the windows in our new house across the Rio Grande”. It is important to mention that the author does a great job in the cover of the novel by depicting the roots of the mesquite tree as a map and having the main character in the middle of the map depicting the deep roots that the main character has with both countries. 

Overall this novel in free-verse has authentic Hispanic culture markers, providing the readers with Hispanic names, Spanish words, and a cultural reference glossary at the end of the novel. 

4. Reviews Excerpts

Pura Belpre Award

Tomás Rivera Mexican American Children's Book Award

International Latino Book Award Honor

Américas Award Honor

Kirkrus Review: A promising, deeply felt debut. (Spanish glossary) (Verse fiction. 12-18)

School Library Journal:  Reviewed by Jill Heritage Maza , Oct 01, 2011

This stunning debut novel in verse chronicles the teenage years of Lupita, a character drawn largely from the author's own childhood. Poised to enter her freshman year in high school, Lupita comfortably straddles the country of her birth, Mexico, and that of her family's adoptive country, the United States. She and her seven siblings live with their Mami, a gifted gardener and tender of her brood, and Papi, a hardworking construction worker. When her mother is diagnosed with cancer, the disease begins to sap the family's lives both emotionally and financially. The simplicity of the story line belies the deep richness of McCall's writing. Lupita, a budding actress and poet, describes the new English words she learned as a child to be "like lemon drops, tart and sweet at the same time" and ears of corn as "sweating butter and painted with chili-powdered lime juice." Each phrase captures the essence of a moment or the depth of her pain. The power of Lupita's story lies also in the authenticity of her struggles both large and small, from dealing with her mother's illness to arguments with friends about acculturation. This book will appeal to many teens for different reasons, whether they have dealt with the loss of a loved one, aspire to write and act, are growing up Mexican American, or seeking their own identity amid a large family. Bravo to McCall for a beautiful first effort.—Jill Heritage Maza, Montclair Kimberley Academy, Montclair, NJ

Lupita leads her seven younger siblings through the uncertainty of their mother's cancer. Lupita endeavors to keep her Mexican American family together while attempting to reach her own goals for college and a career. First-person free verse with Spanish carefully sprinkled throughout project this young woman's thoughts, fears, and triumphs with grace and resolve. Glos.

5. Connections

Summer of the Mariposas by Guadalupe Garcia McCall 

Teachers and librarians can connect this novel and create a character development graphic organizer with the main character. 

Hispanic/Latinx Literature Book Review

 The Surrender Tree: Poems of Cuba’s Struggle for Freedom

1. Bibliography 

Engle, M. 2008. THE SURRENDER TREE: POEMS OF CUBA’S STRUGGLE FOR FREEDOM. New York, NY: Henry Holt and Company, LLC. ISBN 1397808905086744

2. Plot Summary

As a young girl and living in Cuba during the 1800s Rosa learned to use the herbs and plants to cure and heal people. As she grows and becomes more aware of how to heal with plants, she is known as a witch. During the three wars that were fought in Cuba, she was pursued by slavehunters and a death bounty was put on her head. Despite her death sentence, she continues to heal until the United States defeats Spain and the Cuban people are free. 

3. Critical Analysis (Including Cultural Markers)

 THE SURRENDER TREE: POEMS OF CUBA’S STRUGGLE FOR FREEDOM is a novel in free-verse. The verses contain a sense of dramatic scenes and action between the main characters (Rosa, Jose, Lieutenant Death, Captain-General Valeriano Weyler y Nicolau, Marquis of Tenerife, Empire of Spain and Silvia). The verse structure consists of stanzas and lines. Although the verses don’t contain many elements, they contain very descriptive words of what is happening in each verse. For example, Rosa states, “The wind is an evil wind”. Meaning there is a lot of death and pain around her. The author uses very descriptive words in order for the reader to create images of what is happening in each verse. Therefore, the reader can vividly connect with the character’s struggles and anguish, like a movie playing in the reader’s head. The author uses the first page to explain the setting, time period and plot of the verses. It is important to note that the author depicts all events in chronological order, which allows the reader to understand the events in the novel. 

The author uses several culture markers that are authentic to natives of Cuba. The first cultural marker is the setting. Throughout the verses the author uses very descriptive words to describe the surroundings. For example, people lived in caves, jungles, farms and villages. The use of the vegetation found in Cuba is also described. For example, the coffee groves and sugarcanes fields. 

Another culture marker is the language the author uses in the verses. In the verses titled Rosa, the author uses words native to Cuba. Some of the words are: “cimarrones”, “pesos”, “un sinsonte”(Cuban Mockingbird), “Mira-Cielo”, “Soledad”, “Domingo”, Dios Da”, “El Médico”, “La Madre”, and many other words that make the novel authentic to Cuba.  

Another culture marker is the time period and the events of the novel. Cuba did have three wars during that time period. During the ten years’ war 1868-78, Spain wanted to take over the island. During the little war 1878-80, the Cuban people wanted to regain control of Cuba. The last war was The War of Independence 1895-98, during this war the U.S. intervened and Cuba was able to regain their independence with certain conditions. The conditions followed the The Surrender tree event 1898-99, in which in the novel, the American met with Cuban leaders under a kapok tree (a ceiba) to request their conditions.It was in this part of the novel, where Rosa and Jose come in contact with other cultures. They met different types of colored and white soldiers and the Rough Riders (Cherokee and Chippewa). They also met Native American nuns (Lakota Sioux), as well as the famous nurse Clara Barton. 

Overall the novel consists of many Cuban culture markers that make it authentic to that culture. The author utilizes these characters and events to provide Cuba’s history in that time period.The author makes strong connections between the language, environments and events of that time period. 

4. Review Experts

Newbery Honor Book 2009

Pura Belpre Award 2009

Jane Addams Children's Book Awards 2009

Kirkus Review: Tales of political dissent can prove, at times, to be challenging reads for youngsters, but this fictionalized version of the Cuban struggle for independence from Spain may act as an entry to the form.

The poems offer rich character portraits through concise, heightened language, and their order within the cycle provides suspense. Four characters tell the bulk of the story: Rosa, a child who grows up to be a nurse who heals the wounded, sick and starving with herbal medicine; her husband, José, who helps her move makeshift hospitals from cave to cave; Silvia, an orphaned girl who escapes a slave camp so that she may learn from Rosa; and Lieutenant Death, a hardened boy who grows up wanting only to kill Rosa and all others like her. Stretching from 1850 to 1899, these poems convey the fierce desire of the Cuban people to be free.

Young readers will come away inspired by these portraits of courageous ordinary people. (author’s note, historical note, chronology, references) (Fiction/poetry. 12+)

5. Connections

Our World: Cuba by Terry Catasus Jennings

Teachers and librarians are able to use the book to have students create a character wheel. 

Hispanic/Latinx Literature Book Review

 Yum! ¡MmMm! ¡Qué Rico!: Americas’ Sproutings

1. Bibliography

Mora, P. 2007. YUM! ¡MMMM! ¡QUẺ RICO!: AMERICAS’ SPROUTINGS. Ill by Rafael Lớpez. New York, NY. Lee and Low Books Inc. ISBN 9781584302711 

2. Plot Summary

The main topics in this book are fruits and vegetables from around the world. Blueberry, chile, chocolate, corn, cranberry, papaya, peanut, pecan, pineapple, potato, prickly pear, pumpkin, tomato and vanilla. All the vegetables and fruits have an origin and purpose in this book. 

3. Critical Analysis (Including Cultural Markers)

YUM! ¡MMMM! ¡QUẺ RICO!: AMERICAS’ SPROUTINGS is a collection of Haiku poems depicting fruits and vegetables. Each poem has a title of a fruit or vegetable and the first letter is the same color of the title, which is the same color of the vegetable. The structure of each poem has three lines and one stanza, usually typical of a Haiku poem. The poems do not have end rhyme, repetition, or alliteration. However some of the poems do contain onomatopoeia (“Mmmm!”, “pops!”, “Yum!”), which appeals to the sense of hearing to the readers. Some of the poems also use metaphors to help the reader create an image of the fruit or vegetable. For example, “Dad bites green mouth-fire” Meaning the chile is very hot or spicy. Most of the poems have metaphors to help the reader visualize the food. 

YUM! ¡MMMM! ¡QUẺ RICO!: AMERICAS’ SPROUTINGS also contains a descriptive paragraph for each food on the left side of the page. Which includes factual information about the fruit or vegetable. Providing the reader with more history about the fruit or vegetable in the poem. 

One Hispanic culture marker found in the book is the languages being used. For example in the poem titled “Prickly Pear” the word dulces is used to describe the sweet taste of the prickly pear’s fruit (tunas and nopales) is also used in the factual information paragraph, which are Spanish for the red fruits on the cactus. In the poem titled “Chile” the author uses the words “chilli, chile and chili”. The word “chilli" is a Nahuatl word, while “chile” is a Spanish word and “chili” is an English word.  Throughout some of the other poems the author also uses other words from other languages to provide the reader with where the word originated. 

Another Hispanic culture marker that the author provided is the mention of other cultures like: Nahuatl (Aztecs), North American Native Americans, Pueblo Indians, African American (George Washington Carver), French, Puerto Rico, Brazil, Peru, Bolivia (Aymara Indians), Ecuador and Mexico (Totonac Indians). The readers can make a connection to different places where the fruits and vegetables originated. 

Rafeal Lopez’s colorful illustrations provide many excellent cultural markers. The skin-tone that he utilized on the majority of his human characters are brown skinned. The accessories that the characters are using also connect to the Mexican indigenous people. For example, in the poem “Chile” the dad is using a “sombrero” and in the poem titled “Corn” the people are using a “zarape” to use as a ground covering. Another cultural marker connected to Mexican culture is the black hair, braids and pony tails on the human characters. With the exception to the character with red hair in the poem titled “Chocolate”, all other characters depict indigenous characteristics. 

The settings on some of the poems also connect to Mexican culture. For example, in the poem titled “Corn” the natives are eating outside, and the illustration depicts an adobe home. In addition, in the poem titled “Papaya” the characters are in a forest with a straw like hut for a home. The traditional Mexican foods depicted in the poem titled “Corn” also connect to Mexican culture. The characters are eating corn “tortillas” with “frijoles” (beans). 

Another culture marker that connects to Hispanic culture are the colorful animals in the illustrations. The reader can infer that some of them are “albrijes” or animal spiritual creatures that are often depicted in Mexican culture. 

Overall the book is filled with authentic Hispanic culture, as well as other cultures. The author uses the fruits and vegetables from all around the world to bring cultures together. 

4. Review Excerpts

Americas Award for Children’s Literature 2008

ALSC Notable Children’s Book by the ALA

Bank Street College of Education’s Best 2008

Kirkus Review: Haiku celebrating the diversity of edible plants native to the Americas—blueberries, chocolate, prickly pears, pecans and more. Each spread includes an informative paragraph explaining the probable origin, history and some trivia for the plant described in the poem. (The word pecan, for example, comes from a French word meaning, “nut to be cracked on a rock.”) López’s vibrant, folklorish illustrations make the book a visual feast, but the haikus are uneven. Some (Chiles: “Dad bites green mouth-fire / laughs when tears fill his eyes, sighs / ‘Mmmm! This heat tastes good’ “) evoke the essence of their subject; others (Potato: Underground magic. / Peel brown bundle, mash, pile high. / Salt and pepper clouds) are just confusing. More interesting as social science than as poetry, but visually gorgeous. (Nonfiction/poetry. 7-12)

5. Connections

Fruit Bowl by Mark Hoffman

Teachers and librarians can connect this book to life science and the life cycle of plants and what plants need to survive. 

Hispanic/Latinx Literature Book Review

 Viva Frida 

1. Bibliography

Morales, Y. 2014. VIVA FRIDA.Ill by Tim O’Meara. New York, NY: Roaring Brook Press. ISBN 9781596436039

2. Plot Summary

With her pet animals Frida Kahlo starts as a playful young girl and is very aware of her surroundings. In her dreams she is able to fly and observe the dangers of the world. She is also able to care, love and be helpful. Through her pain she is able to create and live. 

3. Critical Analysis (Including Cultural Markers)

VIVA FRIDA is an extraordinary picture book that focuses on the famous historical Frida Kahlo. VIVA FRIDA is a short biography book that provides the readers with a small glimpse of the feelings and actions of the famous painter Frida Kahlo. The author does provide the reader with more historical context about Frida Kahlo at the end of the book. The last page’s text structure provides chronological facts about Frida Kahlo. For example, she was born in 1907 in Coyoacan, Mexico and died in 1954. The page also provides a glimpse of her struggles as a child and adult. The struggles that ultimately allowed her to express through paintings and sculptures. 

VIVA FRIDA provides many Hispanic culture markers. The culture makers are depicted in the illustrations and photographs of the book. The clothing worn by Frida Kahlo in the book depicts the traditional dresses worn by Mexican women. The rich colorful embroidered flowers and thread patterns in the dresses are also traditional in Mexican culture. In some of the illustrations, she is also wearing a “reboso” or a shawl. The color and patterns on the shawl are connected to Mexican culture. Another Hispanic culture marker is how her hair style is depicted in the book. For example, she has her hair in thick braids with a colorful flower crown.The jewelry that she is wearing can also be a Hispanic cultural marker.  In the illustrations Frida is wearing red beads, which can signify passion, love and strength. Frida is also wearing gold open hands earring, which can signify expression, connection or empathy or it can mean protection. In the illustrations Frida is also wearing the traditional white boots that women of that time would often wear. 

Another Hispanic culture marker are the actual doll-like illustrations, which depict Frida, the animals and Diego Rivera (her husband). The skin tone (tan or brown) used in the illustrations are typical of the Mexican people. Although some Mexican’s skin tone might vary from darker to lighter skin, the illustrations used in the figures are darker in tone. 

Another Hispanic culture marker are the folk art flags used in the book. The flags also called “papel picado” are commonly used in Mexican parties as a decoration. 

VIVA FRIDA also includes Spanish text, which is translated to English, which brings the richness of the Spanish language and monolingual students are able to understand the text. 

Another important note that needs to be mentioned is the significance of the doll-like animals in the book. Because Frida was a free spirited person the parrot is depicted.  Her curiosity and playfulness is depicted by the dog and monkey. The arrows and the wounded deer represent her struggles with polio and her broken body. Her paintings represent that she still lives within her paintings (VIVA FRIDA).

Overall the book is filled with rich illustrations that are authentic to Hispanic culture. The author was able to authentically depict the Mexican essence and give factual information about Frida Kahlo. 

4. Review Excerpts

Pura Belpre Award

Caldecott Honor Book

Horn Book: Photographs by Tim O'Meara. Morales initially shows Kahlo as a puppet: made from steel, polymer clay, and wool, three-dimensional figures are photographed and digitally manipulated inside double-page-spread collages. As we enter Kahlo's mind, the medium changes to lush acrylics. The illustrations are accompanied by just a few words of text in both Spanish and English that leave readers with a dreamlike impression. An ingenious tour de force.

Kirkus Review: Out of context, visually radiant; as an introduction to Kahlo herself, almost irrelevant . (Picture book. 3-6)

School Library Journal: Yuyi Morales's groundbreaking exploration of artist Frida Kahlo's journey to creative expression fails to make a graceful leap to video. For a viewer unfamiliar with the bilingual picture book (Roaring Brook, 2014), the production may seem like a disjointed jumble of Spanish and English phrases projected on a backdrop of indecipherable imagery accompanied by a Spanish guitar. While the text and illustrations are nicely married in the spreads of the printed edition, the video's animation and voice-over make following the poetic narrative arc challenging. Actress and voice artist Adriana Sananes narrates with spirit, but she can't overcome the stilted fragmentation between the Spanish and English phrases, alternately spoken and displayed on the screen. Morales's mixed-media illustrations (photography of puppets, acrylic paintings, and digital manipulation) are slightly animated, which adds visual interest. A bilingual bonus, the author's note, is easier to follow and more entertaining than the main feature. VERDICT This disc unfortunately does not bring new life to Morales's book but rather obfuscates it.

5. Connections

The Story of Frida Kahlo by Susan B. Katz

Teachers and librarians can do a reflection and practice activity after reading this book. Students identify an important person in their lives and write or illustrate a short biography of that person’s life. 

African-American Literature Review

 John Henry

1. Bibliography 

Lester, J. (1994).JOHN HENRY. Ill. by Jerry Pinkney. New York, NY: Dial Books. ISBN 0803716060

2. Plot Summary

As soon as John Henry was born he was already an extraordinary person. He seemed to have super strength and grew very fast. He was very well liked by all the people in his town. John Henry enjoyed challenging himself and other people into different tasks. He was able to carve though rock very easily with his sledgehammers. It was this that allowed him to challenge the strength of the steam drill to make the road through the toughest mountain. He exhausted himself and ultimately died. 

3. Critical Analysis (Including Cultural Markers)

JOHN HENRY is an extraordinarily tall tale that exhibits the characteristics of folklore. The exaggeration of him growing at an extremely fast pace and all the animals gathering to witness his extraordinary growth. Also the sun and the moon’s reactions are another example of the story’s exaggeration. The ability of John Henry to carve through mountains with only a sledgehammer is another exaggeration in the story. As well as the rainbow on his shoulders. The story also follows the regular literary elements of plot. Which include setting, character development, conflict and resolution. The setting in the beginning depicts the woods and his wooden home. The setting also shows the town, which shows the buildings that depict an early time in history. The reader can conclude that this story is set in the 1880s when the roads and railroads were being built. The reader also concludes the character traits of the main character as being caring, helpful, strong, determined and loving. 

The watercolor illustrations provided by Jerry Pinkney provide some cultural markers. For example, the illustrations depict John Henry as an African-American. The illustrations also show John Henry’s family as African-American. Other characters in the story are also African-American. Including the female and male children. The clothing used in the illustrations by the characters depict an earlier time period. The women are wearing hats, dresses that fit the late 1880s. The watercolor illustrations also show the hair style and texture of John Henry and other African-American and fit with African-American culture. 

Overall this tall tale is a great story with authentic connections to the African-American culture. John Pinkney does a great job in illustrating the characters and the time period. 

4. Reviews Excerpts

Caldecott Honor Book 1995

Boston Globe-Horn Book Award

Kirkus Review: Onto the page bounds the colossus John Henry, man of legend, man of myth (though the preface keeps things off balance on that point).

The Best Children’s Book Review: This book is highly recommended as a discussion starter about the personal traits that really made John great.  Was it his tremendous feats of strength or was it how John Henry treated and cared for the people around him?  This is definitely a book that kids can learn character traits from!

5. Connections

Paul Bunyan by Steven Kellogg

Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart by Pat Mora

Teachers and librarians can use this story to teach character traits, character development and theme. They can utilize a character wheel to depict John Henry’s character traits. 

African-American Literature Review

 Hair Love 

1. Bibliography 

Cherry, M.A. (2019). HAIR LOVE. Ill. by Vashti Harrison. New York, NY: Penguin Random House LLC. ISBN 9780525553366

2. Plot Summary

Everytime Zuri styles her hair a certain way, she is excited to pretend to be an extraordinary character. She pretends to be princess, superhero and a magician. She loves her hair because it makes her unique. Zuri wants to get ready for a special day and tries to find ways to style her hair. Rocky her cat didn’t allow it and then daddy tried different ways to style it. Zuri was not happy with the styles, until she and daddy watched a to-do video. Finally,  she was ready to welcome her mother. 

3. Critical Analysis (Including Cultural Markers)

HAIR LOVE is a realistic fiction book that includes the literary elements of plot. The literary elements include the characters, setting, conflict and resolution. The characters in the story are Zuri, Rocky (cat), daddy and mommy. The entire story takes place in Zuri’s house. The conflict in the story is the urgency of having her hair done to welcome her mother. The resolution takes on many ways, first she tries to style her hair on her own. Then her dad tries to style her hair. Until they were able to watch the video, they were able to resolve the problem. 

Some of the cultural makers that were depicted in the colorful illustrations were Zuri and daddy’s skin tone. The illustrator does a great job in depicting the characters as African-American. Another cultural marker in the illustrations was the hair texture and hairstyles. Because the story is written in first person, Zuri describes her hair as “kinks, coils, and curls every which way” and “In funky braids with beads” and “my hair is in two puffs”. The illustrations also show the dad’s hair being in dreadlocks, which celebrate the African-American culture. 

The gender roles are also illustrated in the pictures and actions of Zuri’s dad. For example, dad takes on the role of hairstyling Zuri’s hair because mom is not in the house. Because of the texture of her hair, they both have a hard time knowing how to tame her hair. Until they are able to watch the video that mom had made on how to style Zuri’s hair. The reader can then conclude that the mother is a hair stylist. 

Overall the picture book offers a glimpse into the life of an African-American family and how different body features make everyone unique. The theme associated with this story is family love and being unique. 

4. Review Experts

Kirkus Review: Positively refreshing. (Picture book. 4-9)

5. Connections

New York Times short film: 'Hair Love': 3 Men and a Little Girl (With a Lot of Curls)

Teachers, parents and librarians can conduct a read aloud with this book and conduct a discussion on what body features make the learners unique.