Book Review: Code Talker

 

Written by: Joseph Bruchac
Published by: Dial Books, 2005
ISBN: 978-0803729216

Plot Summary

Code Talker is a novel about a group of Navajo Marines who were selected for a special group during World War II. It tells the story of Ned Begay, a fictional character, who is sent to a boarding school where the students are forbidden to speak Navajo. They can only speak English and their bilagaanaa teachers punish students who are caught speaking their own language. Ned studies hard and is determined to join the Marines after Pearl Harbor. Although he is not technically of age, his parents agree, and he is chosen to join a special group of Navajo recruits, who are tasked with sending messages in code using their Navajo language. Ned tells about the horrors of war and his experiences afterward, keeping the secret of his duty for many years post-war.

Critical Analysis

Code Talker is written as a story told by the fictional Ned Begay to his grandchildren, explaining the medal he earned in World War II. Writing the novel in this fashion emulates the rich oral tradition that the Navajo culture has of handing down the history of their people through storytelling. Although the book and Ned himself are fictional, they represent the many Navajo soldiers who lived this experience.

Bruchac does an amazing job of maintaining authenticity within the story. Although he is Native American, he is from the Abenaki tribe. His interest in the preservation of Native American languages is one thing that led him to write this book. His research is apparent from the author's note and selected readings he includes at the end of the book. He is able to seamlessly work in both the Navajo language and the culture into the book by making it a part of the story. When Ned's uncle takes him to boarding school, he leaves without looking back and Bruchac writes, "There is no word for good-bye in Navajo."

The sense of community and family that is present among the Navajo is shown in the reasoning behind the children attending the boarding schools. This was part of an agreement made when the United States government allowed the Navajo people to return to their home. The Navajo had to live by their rules and send some of their children to the mission schools to reassure the Americans that they would not fight them again. So, the children went not so much so that they could be taught, but as representatives of their tribe's willingness to maintain peaceful relations.

Sadly, the experience at the boarding school was not a positive one for the Navajo children. It started with the white teachers renaming some of them if they deemed their name "too difficult" and cutting their hair. Keeping their hair long was sacred to the Navajo and cutting it was believed to bring you misfortune. Although Ned's time at boarding school isn't the main plot of the book, it includes valuable information about this experience that was shared by so many Navajo children. Telling the story through the point of view of the Navajo allows their truths to be told. It explains that their hair was sacred to them and that is why it was so upsetting for it to be cut. Forcing other cultures to conform to the dominant culture's standards can be very damaging, particularly when the people enforcing those standards don't bother to learn about the culture of the people on whom they are inflicting their own norms.

With that welcome to school, it is unsurprising that the teachers did not have high expectations of their students. It is apparent that they assumed that the Navajo children were not as smart as their white counterparts. In fact, this is said outright when Bruchac writes, "Neddie, you are almost as smart as a little white child," as if this was a compliment. Ned decides that he will one day become a teacher and treat all of his students the same. As studies have been done, it has become apparent that children from all cultures are equally intelligent and that standardized tests or other assessments that may show otherwise are biased towards white students. Again, this is why it is so imperative that educators are aware of the different cultures of their students.

Following their treatment by the United States government and their bilagaanaa teachers, it is interesting to learn that the Navajo were still willing to stand up and fight alongside the country in World Wars I and II. In Boot Camp, Ned meets a friend, Georgia Boy, who he knows throughout the war. He discovers that his new friend cannot read and promises to teach him. He learns that although his teacher had always told him that white men knew everything, that they did not and that people can always learn from one another. Through experiencing new things and meeting people who are different from him, Ned is able to cast aside his own misconceptions about his own culture and about white culture. His experience at school had left him with some internalized ideas about white supremacy courtesy of his teachers. Learning more about himself and others allowed him to cast aside those ideas and start believing even more in his own potential.

Ned's time at war is authentically portrayed and the hardships are well-described without being too gory for the young adult audience. While the Code Talkers obviously had to be kept secret due to their mission, it almost seems as if that secrecy allowed the Marines to overlook them altogether. Even after the war ended, their mission was kept secret so it was many years until they were invited to the White House and formally recognized. One must wonder if the biased attitudes towards Native Americans affected their willingness to wait so long to recognize them for their achievements. Bruchac writes similar thoughts, "We were kept invisible . . .It was easy to forget Indians."

However, there were plenty of commendations written about the Navajos from their generals. For many, this was the first time that they had heard positive feedback from white men in positions of authority. The Code Talker program grew throughout the war due to the excellent performance and results of the Navajo Marines who were involved in it.

Writing the story of the Code Talkers in the Second World War lets everyone know that the Navajo are not an extinct people who only existed in the 1800s. They are people who fought alongside soldiers of many other cultures in World War II and beyond. Hearing about them transmitting messages on radios and flying in planes makes them more real, even though these events are now 70+ years in the past.

Awards Won

2006- Best Books for Young Adults

Review Excerpt

From Booklist Starred Reviews, published February 15, 2005

"The book, addressed to Ned’s grandchildren, ends with an author’s note about the code talkers as well as lengthy acknowledgments and a bibliography. The narrative pulls no punches about war’s brutality and never adopts an avuncular tone. Not every section of the book is riveting, but slowly the succession of scenes, impressions, and remarks build to create a solid, memorable portrayal of Ned Begay. Even when facing complex negative forces within his own country, he is able to reach into his traditional culture to find answers that work for him in a modern context. Readers who choose the book for the attraction of Navajo code talking and the heat of battle will come away with more than they ever expected to find" 

Connections

Students can create a Navajo glossary of the words that are used in the book.

Read other books by Joseph Bruchac, suggestions areTwo Roads, Jim Thorpe: Original All-American, or Talking Leaves. 

Book Review: Yum! ¡MmMm! ¡Qué rico!

 

Written by: Pat Mora, Pictures by: Rafael Lopez
Published by: Lee & Low Books, 2007
ISBN: 978-1-58430-271-1

Plot Summary

Yum! ¡MmMm! ¡Qué rico! is a collection of Haiku about foods that are native to North and South America. Each page includes a poem about the food that describes its appearance, taste, or the experience of eating it. There is also a section included with facts about each food. Its origin is discussed, along with fun facts and ways to eat each food. At the end of the book is a note from the author explaining her interest in both Haiku and native foods, which led her to combine those interests into a book featuring both.

Critical Analysis

Books about Hispanic foods can easily be cast aside as a "cultural parade" and all too frequently, have only focused on the most basic, and stereotypical offerings- beans and tortillas. However, Yum! ¡MmMm! ¡Qué rico! is a richer offering, that includes much meaning and intent behind the included fare. There is factual information included for each food, including its place of origin, history, and other fun facts that offer a much deeper look than just a surface stereotypical mention.

The short format of the haiku provides a nice contrast to the long and fact-heavy explanations about each type of food. Mora mentions in the letter to the reader at the end of the book that her love of variety resulted in this book about foods native to the Americas written in a form of poetry that originated in Japan. The haiku's rigid structure of syllables and lines means that each word and sound should be carefully chosen for maximum impact and Mora's work definitely meets that criteria.

"Chile" is one of the poems that uses rhyme and assonance for effect. Eyes and sighs are used subsequently, varying from a traditional rhyme scheme, but creating a somewhat sing-song quality to the poem. Other long i words are found throughout the piece as well- bites and fire- to continue that theme and the sound. Describing the chile as "green mouth-fire" that Dad bites really serves to provide readers with a feeling of how it tastes. It's even more apparent that the heat is the pepper's defining flavor when Dad says "This heat tastes good."

The illustrations are a strong element of the book, and have bold colors bursting off of the pages. The skin tones and facial features are accurate representations of the Latinx culture. However, the people in the book are all unique, they are not all drawn the same- their features, skin tones, and hair styles are all varied. The illustrations contain lush wildlife. The animals, plants, and landscapes included in them are representative of what one would find if they visited the areas native to each food. But, there is also imagination and artistic expression present.

The peanut page is a prime example of this imaginitive quality of the drawings. In it, a little boy plays a bombo, a traditional Latin American drum, while a piece of bread covered in peanut butter dances and plays a trumpet. Their feet can be seen sinking into a pond made of peanut butter, and it is shown sticking to their soles. This "gooey party" between boy and snack is representative of the family celebrations that are an important part of Latinx culture.

Mora includes both a glossary of Spanish terms used in the book as well as a list of the sources she used to gather information about the foods in the book. By citing these sources, she is backing up the accuracy and authenticity of the work that she has created. The book could stand alone as a fun celebration of food and poetry, but the inclusion of the factual history about each selection gives the book a richer and more complete feel.

Awards Won

2008- ALSC Notable Children's Books

Review Excerpt

From Booklist, published 2007

"This inventive stew of food haiku celebrates the indigenous foods of the Americas. Each of the 13 poems appears on a gloriously colorful double-page spread, accompanied by a sidebar that presents information about the origin of the food. From blueberries to prickly pears to corn, the acrylic-on-wood-panel illustrations burst with vivid colors and stylized Mexican flair. The poems capture the flavor of the item in a way children can easily understand Chocolate: Fudge, cake, pie, cookies. / Brown magic melts on your tongue. / Happy, your eyes dance; Pineapple: A stiff, spiky hat / on thick prickly skin, inside / hide syrupy rings." 

Connections

Bring in samples of the foods for the students to taste as you read each haiku. Students can pick their favorite and write about why they like it and describe how it tastes. 

Discuss the 5 senses. Have students find parts of the poems that discuss the use of each sense. Students can then write their own sensory sentence about one of their favorite foods. 

Book Review: Dreamers

 

Written by: Yuyi Morales
Published by: Neal Porter Books,2018 
ISBN: 978-0-8234-4055-8

Plot Summary

In Dreamers, Yuyi Morales tells the story about how she and her son came to the United States to visit his ill grandfather, and ended up as immigrants after she married her son's father. Although her immigrant status came about unusually, Morales shares many of the emotions that immigrants feel and conveys those emotions through the words and illustrations in the book. Finally, they find the library and it not only makes them feel like they have a home, but it also inspires them to dream about the future and the potential they have.

Critical Analysis

Yuyi Morales combines a picture book and her own memoir into a beautiful story in Dreamers. Although their path towards becoming immigrants was somewhat unexpected, their story still retains the immigrant experience that is quite common in the Hispanic culture throughout the United States. Their experience, like so many others, is full of joy and pain simultaneously. They ache for the sights and sounds of home while at the same time, finding their way in a new place that they will one day come to call home.

In the case of Morales and her son, the remembrance of what they have lost is possibly more heartwrenching due to the fact that they were unaware of exactly what they were leaving behind. However, this only becomes apparent when one reads the note at the end telling the story behind her experience. The book, as written does a nice job of interweaving those immigrant hopes and fears in not only the text but the illustrations as well. The smoke in the air shows phrases that immigrants likely hear all too often "What?" "Speak English." This is also a valuable realization for citizens of the United States to understand what their words may sound like when speaking to recent immigrants who have undergone trauma.

Morales deftly avoids the negative stereotypes that can be pervasive in Hispanic literature when she reveals that the place that felt like home was the public library. A far cry from the barrio, often portrayed as dangerous and undesirable, Morales and her son find a place to be themselves in the library. Although she first describes it as suspicious and improbable, this is understandable coming from someone who has never seen a library before and whose experiences in the United States have seemed less than welcoming. She goes on to say that it is unbelievable and surprising, moving into a more neutral tone, and ends up saying that books became their language, home, and lives. This journey from feeling that the library is suspicious to it being a home represents the way that many immigrants feel about their new countries.

The illustrations serve to further the messages in the text. Morales includes a note at the end of the book stating that they were painted with acrylic and drawn on paper with ink and a nib pen that once belonged to Maurice Sendak. She also photographed and scanned many important items. When you study the illustrations closely, you can see the unique textures of the pictures that have been scanned. They add a reality and a richness to the images as well as incorporating important pieces of the author's life into the story.

She also includes the actual covers of a number of books in the illustrations of the library. Students will delight in picking out some of their own favorites among the stacks in the drawings. Morales includes a list with information about some of the books that inspire her at the end of the book.

A familial resemblance is clear in the faces and skin tones of Morales and her son, the main characters in the story. However, the other people pictured are shown with varying skin tones and different features. This shows that, while they may share immigrant status, or a love of the library, they are not a monolith, but rather individuals that are able to come together over common threads.

Morales uses some Spanish words to great effect in the book. Rather than just repeating the exact same word in English and Spanish, she uses context clues to give meaning to the words and chooses the Spanish words quite carefully. For example, "lucha" literally means fight or struggle, and while that certainly describes immigrants, she uses resilience after it, almost in contrast. 

Awards Won

2019- Pura Belpre Illustrator Award Winner

Review Excerpt

From Publishers Weekly, published September 4, 2018

"As the languages blend, so do the images. Mexican motifs—a genial skeleton, a painted dog, embroidered flowers—dance through the pages, keeping mother and son company on their journey, and the library shelves swoop and curve, embracing them. (Readers will recognize favorite titles among the carefully painted book covers.) Many books about immigration describe the process of making new friends and fitting in; this one describes what it’s like to become a creative being in two languages, and to learn to love in both. “We are two languages./ We are lucha./ We are resilience./ We are hope." 

Connections

Explore Yuyi Morales's website, particularly the section that says not to click. :) 

Read other books by Yuyi Morales- Viva Frida, Just a Minute, and others. 

Book Review: Bravo! Poems About Amazing Hispanics

 

Written by: Margarita Engle; Illustrated by: Rafael Lopez
Published by: Godwin Books, 2017
ISBN: 978-0-8050-9876-1

Plot Summary

Bravo tells the stories of Hispanics who come from all different places and families, but who all made great contributions during their lives. Engle notes in her forward that the personalities included in the book are not necessarily just the most famous Hispanics. Some are names we know today- Roberto Clemente and Cesar Chavez, others will be new names for both children and adults. Each poem tells the story of someone who overcame challenges during their life. It draws together common themes that run through Hispanic literature as well as Latinx culture.

Critical Analysis

Engle is well-known for her poetry and novels in verse. Bravo is a book that celebrates the contributions of Hispanics to the area now collectively known as the United States throughout the past several centuries. This collection fits into two of the major themes of Latinx literature, transmitting history, cultural achievements, and everyday life from Latin America, and sharing personal memoirs. Each poem tells of a person who helped to shape the United States of America as it known today, but it also tells the story of their personal lived experience.

Included among the celebrated is Jose Marti. One could argue that this book itself and so many others like it wouldn't even exist without Marti's work and perseverance. His story begins in Cuba where he is writing even at a young age, but takes him to New York after he is arrested and forced to leave. Marti's story of immigration may not look exactly like every other immigrant's, but immigration is a common theme shared throughout Latinx literature. It is an essential element of the culture that carries complex feelings for many of its members. While Marti's choice to immigrate was at least somewhat forced, he still was in search of a better life, as many other Hispanics in the US have found themselves. The poem mentioned Marti strolling "with the children of other exiles" exemplifying that sense of community among immigrants in their new home.

"The Magic of Words", the poem about Marti, also uses imagery that is likely similar to the language that he used in his own writing. Saying that "some hours are green and peaceful", while "others are red, like festivals or storms", helps the reader to see the the experiences that he is describing. The illustrations of each featured personality are unique- drawn to look like them. Marti's shows him surrounded by both flowers and thorns, potentially representing those green and red hours, or his homeland that he loved, but which also ultimately imprisoned him and forced him to flee.

In "A Recipe for Strength", Engle writes about Fabiola Cabeza de Baca, a teacher. She mentions that her family is primarily compromised of mestizo. It can be argued that the majority of Hispanics living in the United States are mestizo, either by blood or culture, as their culture has incorporated the traditions of the Spanish, native, and African ancestors that brought to the United States. Engle writes that Cabeza de Vaca's own family share these common ancestors "Some were brutal conquerors, but now most people are mestizos, mixed-race, part indio, neighbors and friends." She taught using a bilingual approach, using her own background to inspire and educate her students. Many Hispanic students in the United States also come from families where, if they do not speak Spanish, their parents or grandparents might. The struggle to incorporate both parts of their history is shown through the poem and in Cabeza de Vaca's own life. She is shown among dried chile peppers, a traditional food in the Hispanic culture.

Pura Belpre is well-known for the award that bears her name. Engle includes the fact that she was the first puertorriquena ever hired in the New York Public Library system. It is important that Hispanic children, as well as children in other cultures, are able to see Latinas in a number of different jobs so that they will also be able to see themselves in those same positions as adults. Belpre represented a shift in Latinx literature with her own writing when she went from publishing folktales to writing her own realistic fiction novel. This shows both the importance of the oral storytelling history in the Hispanic culture as well as the need to look at their own lives and create their own futures and worlds. Belpre is shown with a book with a rainbow of colors streaming out of it. Across the page is a child reading a book whose skin is covered in that rainbow, representing all the children she influenced as a writer and librarian.

In "Sharing Hope, Engle tells the story of Roberto Clemente. She discusses how most people were friendly to him but some treated him differently because of his dark skin. This, unfortunately, is a situation that many Hispanic children will be able to identify with. This poem is of great importance to both them as well as children of other races, to be able to see the effect of discrimination on someone from their own point of view. However, this treatment doesn't stop Clemente from helping others, another important lesson for students to learn. Clemente is shown in his baseball uniform, looking forward to something off the page.

Overall, the book is both a collection of the stories of influential Hispanic people, as well as a collection of beautiful poems.

Awards Won

2018- International Latino Book Awards, 1st prize in the Best Educational Picture Book category

Review Excerpt

From The New York Times, published April 6, 2017

"López’s bright portraits of notable Hispanics have the large scale and graphic discipline of poster art, while Engle manages to compress the sweep of a biography into a sharp, compact free-verse poem about each life, from childhood on. Some are famous, like César Chávez and Roberto Clemente. All faced challenges — many gut-wrenching, like Julia de Burgos’s near-starvation in childhood — and made lasting contributions." 

Connections

Students can further research one of the individuals featured in the book. 

Students can choose one of the poems in the book, dress up as the figure and perform it as Reader's Theater.