Asian American Literature

 Tea with Milk

Say, Allen. 2009. Tea with Milk. Clarion. New York, NY. ISBN 978-0547237473

PLOT SUMMARY

Masako, known as May to her friends, has lived in America since she was young, even though her family was originally from Japan. May learned to speak English, and eat typical American food. Her dream was to graduate from high school, go to college, and live in San Francisco. However, her parents decided to have the family move back to Japan. May feels confused and devastated. Everyone dresses differently, eats different food, and the worst part is that women are unable to attend college or even drive cars. She has to go back to school to learn Japanese, calligraphy, and to act more like a Japanese woman. After much frustration, she decides to visit Osaka, a nearby city. This modern and busy city reminds her of her life back in America. She decides to apply for a job, going against her mother’s wishes. When the store manager learns that she can speak English, she is asked to be a guide to foreign businessmen. This is when she meets a young man, Joseph, who works for the Shanghai bank. They begin a friendship and share great memories. May realizes that Joseph drinks his tea with milk and sugar, like she used to in America.  Later, Joseph proposes and marries May.

CRITICAL ANALYSIS

Tea with Milk is a story that gives a comparison between living in two different countries with distinct cultures. May, as she is called in America, enjoys eating pancakes, spaghetti, and muffins. She dresses like a typical American girl with a dress and cute bows in her hair. However, when May, named Masako in Japanese, moves to Japan after high school, there is an immediate change to her lifestyle, from what she eats, what she wears, and how she acts. The illustrations show her as a teenager in Japan wearing a kimono, and sitting properly on the floor while learning how to make tea. 

Another important cultural observation is how her mother hired a matchmaker to find Masako a husband so she could start a family. It is implied that marrying and having a family are what is appropriate for young women in Japan. Women do not commonly drive cars or have a place to work. The illustrator draws attention to Masako’s solemn face and the sadness in her eyes when she moves to Japan. She is looking down in all the pictures where the mood is one of despair. 

However, when she reaches Osaka, she is wearing a vibrant, red dress, and is not seen with a kimono until the store manager asks her to wear one for the job. During her casual dinners with Joseph, again, we see Masako with a simple dress and a winter hat. It is with Joseph that she feels like herself, and the tone changes to one of hope. The author wrote this story as a reflection of his mother’s life. The last illustration shows a happy couple that uses both cultures to find true happiness.

 

REVIEW EXCERPTS

The Horn Book- “Continuing to explore place and home, Say tells the story of his mother, first introduced to readers in TREE OF CRANES. Born in California to Japanese immigrants, Masako is miserable when she moves to Japan with her parents after high school. The illustrations capture Masako’s unhappiness and also her eventual contentment as she learns to combine two cultures.”

Kirkus Reviews - “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…”

Awards: 

Notable Children’s Books

CONNECTIONS

• This story stresses the difficulties one can encounter when growing up with two cultures, but also encourages readers to accept the differences and find the positive qualities each one can offer. 

Other related books:

• Grandfather’s Journey  by Allen Say

• Watercress  by Andrea Wang

Activity: Use a Venn diagram to compare and contrast two cultures. Compare the food, the language, and the dress. 

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Where the Mountain Meets the Moon

Lin, Gracie. 2011. Where the Mountain Meets the Moon. Little, Brown Books for Young Readers. New York, NY. ISBN 978-0316038638

PLOT SUMMARY

Minli is a ten-year-old girl who lives with her parents, Ma and Ba, in a famished, muddy village known as the Village of Fruitless Mountain. Ma, Minli’s mother, is constantly complaining about their terrible fortune, while Ba, the father, tries to cheer up his daughter with folktales and stories of ancient times. One day, Minli decides to go on a quest to find the Never-Ending Mountain, where she is told the Old Man of the Moon lives. According to a goldfish she purchased,  this wise man could answer Minli’s questions and bring good fortune to her parents. She sets off on her journey, where she meets numerous characters. Unfortunately, her parents are worried and wish nothing more than to have their daughter safely back home. Along the way, she meets Dragon, who, to her surprise, is kind and loving, but since he is unable to fly, has been lonely. Slowly, Minli and Dragon find clues and people that help them reach Never Ending Mountain. The Old Man of the Moon informs her that she can only ask one question. Despite Minli wanting to know how to find fortune for her village, she decides to ask him why Dragon is unable to fly. The Old Man of the Moon tells Minli to remove the rock that Dragon has on his head since it has prevented him from flying. Minli flies back home with Dragon to soon realize that the rock on Dragon’s head is the Dragon’s pearl, which brings wealth and blessings to her village. Minli’s sacrifice to help her dear friend Dragon, resulted in her wish becoming a reality. 

CRITICAL ANALYSIS

Where the Mountain Meets the Moon is a folktale with mythological elements. One of its main characters is a dragon, which is used in many Asian folk tales as a symbol of strength and power. However, since Dragon is unable to fly, this proves that he is missing a quality to make him invincible. 

The Village of Fruitless Mountain is described as being colorless with hardly any vegetation. Everything appears dull, and since they receive little water, it is difficult to grow anything in the area. Minli’s parents grow some rice, but not enough to be content. 

The author uses figurative language throughout the story. Personification is used as several animals in the story, like the fish, tiger, and dragon, have human characteristics.

When Minli visits the busy Market of Green Abundance, she describes the vendors on the street. Fruits, vegetables, and umbrella covers surround the area. The poor old beggar with his filthy, tattered clothes receives attention from most of the villagers. This immediately contrasts with the king’s beautiful gardens in the castle grounds, where she saw the bamboo, pine, plum leaves, flowers, and the king’s exquisite bright yellow silk outfit. From a large woven basket with dumplings, savory noodles, pork, and tea, the king sat to have dinner with Minli. The king handed Minli a pair of golden chopsticks, and she began to feast on the most delicious meal she had ever tasted.

The front cover illustration has vivid colors and intricate designs of flowers and goldfish. Minli is wearing a colorful kimono as she is seen riding a large scarlet dragon. 

REVIEWS

Kirkus Reviews- “Lin deftly incorporates elements from  Chinese folk and fairy tales to create stories within the main story and provide context for Minli’s quest. ”

Awards:

Newberry Honor Books

National Book Award finalist

CONNECTIONS

• This story teaches an important lesson to be content with what you have instead of wanting to look for happiness elsewhere.

Other related books:

• When the Sea Turned to Silver by Grace Lin

• The Tale of Despereaux by Kate DiCamillo

Activity: Students can draw a Dragon from a scene in the story using different mediums.

****************************************************************************************************The Land of Forgotten Girls

Kelly, Erin Entrada. 2017. The Land of Forgotten Girls. Greenwillow Books. New York, NY. ISBN‎ 978-0062238658

PLOT SUMMARY

Soledad is a 12-year-old who has moved from the Philippines to the United States with her father, her sister Ming, and her stepmother Vea. Soledad’s mother passed away from cancer, and her father decided to take his family to Louisiana. However, several years after the move, her father goes back to a funeral in the Philippines, never to return to the girls, leaving them with their horrible stepmother. The only reason she stays with Soledad and Ming is that she receives government financial assistance. Since Soledad is the older sister, she tries to protect Ming from Vea’s harsh treatment. Soledad recalls all the fantasy and mythological stories her mom used to share with her, and she does the same for Ming. When Sol was young, her mother shared with her that she had a sister who would be known as Aunt Jove to the girls. Although the girls had never met her, according to their mom, Aunt Jove lived in the United States and traveled the world. Sol’s father clarified this to Sol and told her that Aunt Jove was a story the mom had made up. Soledad learns to find hope in the people she meets, like Manny her Mexican American friend, and Mrs. Yeung the quiet Chinese neighbor who provides comfort and safety to the girls. 

CRITICAL ANALYSIS

The Land of Forgotten Girls brings to light several important themes. The most important ones are hope and resilience. Despite the dreadful and harsh situations these young girls face, they show that their relationship as sisters is strong and can withstand these unfortunate events as long as they have one another. Soledad, being the older sister, tries everything she can to shield Ming from despair. She knows they are far away from the Philippines, and can observe the differences in the neighborhoods around her. She compares her poor and rat-filled apartment to Caroline's luxurious house on the other side of the city. She understands that they are immigrants with hardly any financial stability, but she tries to find solutions to these problems. Asking Mrs. Yeung for work is one way she can receive money to build her younger sister a tree house. Soledad’s creativity and grand imagination allow her to create an imaginary world filled with stories to protect her sister from their sad reality.

Several times in the story, Vea calls the girls kano, which is a Filipino term used for “Americano,” which is not a derogatory word, but she speaks with hate towards the girls.

REVIEWS

Booklist - “Kelly’s sophomore novel is both hopeful and heartfelt, but strong emotions are only part of the successful equation here. Told in Sol’s true voice, the direct dialogue brings the diverse characters to vivid life.”

School Library Journal - “An enchanting plot propelled by delightful narration. This book will appeal to a broad array of readers, as it has a little bit of everything-fantasy, realism, sisterhood, friendship, suspense, and humor. A charming and affecting novel about sisterhood, the magic of imagination, and perseverance.”

Awards:

Asian/ Pacific American Award for Literature in 2017

Parents’ Choice Gold Award

CONNECTIONS

• This book connects to children who have had an unfortunate event happen to them, like the death of a loved one, abandonment, or living in a new place, and feeling misunderstood.

Other related books:

• Blackbird Fly  by Erin Entrada Kelly

• Red, White, and Whole  by Rajani LaRocca

Activity: 

Have students create a craft using leftover items (such as things found in a junkyard). Once something is created, write a fantasy story incorporating the items created.

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The Firekeeper’s Son

Park, Linda Sue. 2009. The Firekeeper’s Son. Ill.by Julie Downing. Clarion Books. New York, NY. ISBN‎ 978-0547237695

 

PLOT SUMMARY

Sang-hee lives in a village in Korea where his father is responsible for lighting a fire on the mountaintop every night. This fire is lit on every mountain top by different villages to communicate with the king’s palace. The fire communicates with the king that all villages are at peace without any risks or dangers. If the fire is not lit up, then the king will send his guards and soldiers as they will believe that enemies have landed. One evening, Sang-hee’s father is injured and is unable to light the fire. Sang-hee rushes to the mountain top where he finds his father with an ankle injury. His father asks him to light the fire with the coals to send the message that everything is fine. Sang-hee runs to light the fire, but part of him wants the soldiers to come so he can meet them. Finally, he decides to do what is right and become a trustworthy fire-starter like his father and grandfather, continuing the family tradition.

CRITICAL ANALYSIS

The Firekeeper’s Son shares a story of the importance of family tradition. Sang-hee learns that his ancestors have been lighting fires to keep communication with the king’s palace, and is determined to continue in this tradition. Sang-hee is drawn with dark, long hair, slanted eyes, and a fair complexion. 

Both Sang-hee and his father are dressed in typical Korean clothes. They both wear large bamboo hats and have one long ponytail. The soldiers are dressed in heavy armor that covers their bodies. The illustrations in the book offer a great glimpse of what life was like in a village in Korea. Both parents are seen working hard as they live and work on the fields around the hut where they live. The area where they live looks quite remote. The vast background shows mountains and an ocean in the distance.

Although Sang-hee struggles with a difficult decision, he knows what is right and what will make his father proud. He chooses tradition and duty over his personal wishes.

At the end of the book, the author shares that although her story is fiction, the lighting of fires what something factual that would have taken place back in the early 1800s. These fires were still used until the late nineteenth century. 

REVIEWS

Kirkus Reviews- “ a tale rooted in …history...watercolor illustrations glow with vibrancy…especially striking… a lovely telling that will bring readers back.”

Booklist-  “handsome, watercolor- and- pastel double page pictures personalize the history…panoramic views.. As the boy tends the flame that preserves peace.”

Awards:

Asian/ Pacific American Award for Literature 2006

James H. Black Award for Excellence in Children’s Literature Honor book 2004

CONNECTIONS

• This book makes a connection to those who preserve cultural traditions.

Other related books:

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

• Erandi’s Braids  by Antonio Hernandez Madrigal

Activity: 

Have students write a different ending to the story, describing what would have happened if Sang-hee had not lit the fire and waited for the soldiers to come.

Native American Books

 Hearts Unbroken

Smith, Cynthia Leitich. 2020. Hearts Unbroken. Candlewick. New York, NY. ISBN 978-1536213133

PLOT SUMMARY

Louis Wolfe has recently moved with her family to Kansas from Texas. She is a popular cheerleader with many friends and is dating the school’s well-known quarterback. However, Louis is a Muscogee Native American, and decides to break off her relationship after her boyfriend makes an offensive remark about American Indians. She decides to quit the cheerleading team and dedicate her time to the school’s newspaper, where she meets a new photojournalist named Joey. She develops a crush on him when she realizes they have plenty of things in common, such as belonging to a minority since Joey is part Lebanese. Louis’s younger brother, Hughie, tries out for the Wizard of Oz play at the school and gets the Tin Man part. Unfortunately, a group of parents began an organization that shamed the theater teacher for leading an inclusive approach to casting minority students. Louis’s family begins to receive anonymous threats and menacing insults. As the theater club continues its practices. Hughie researches the life of L. Frank Baum, the author of The Wizard of Oz and learns that he was extremely racist towards Native Americans. Hughie makes the decision to quit the play, knowing that the author of the Wizard of Oz spewed such hatred towards his people, making it impossible for him to participate.

CRITICAL ANALYSIS

This book portrays a Muscogee family that has assimilated well within American culture. However there are several scenes in the story when they explain how they still visit family and attend traditional fests. The family takes a road trip to Oklahoma to the Mvskoke Fest in Okmulgee where there are parades, stomp dances and games. Louis mentions she has never lived in a full-time tribal community, but acknowledges how she visits family in Oklahoma often. During the weekend trip they visited Checotah, Eufala, and Tulsa to pay their respects at the Oklahoma City National Memorial and Museum. They also listened to the Mvskoke language app to practice their tribal language. Several phrases in Muskogee such as “Cokv kettetv heret os” appear throughout the story.

The theme of discrimination is observed in the story. Peter Ney and his mother, from Immanuel Baptist do everything in their power to stop the production of the Wizard of Oz because they believe it is wrong for the majority of the cast to be a minority. Peter Ney even mentions once that at their church they offer weekly AA meetings which implies that Native Americans have a problem with alcohol.

A surprising note that was added was the newspaper article written by L. Frank Baum where he wrote about Sitting Bull’s death and how he considered it to be a glorious event for all Natives should be annihilated. 

When Louis visits her cousin Rain, she finds her looking at photos of Powwow traders, shawl and jingle dancers. Louis explains how they share Muscogee-Cherokee heritage and both have Ojibwe ancestry. 

REVIEW EXCERPTS

The Horn Book- “Smith effectively presents the continuous microaggressions Lou faces as a young Native woman alongside the central narrative arc of the school play.”

Booklist - “In a time when own #ownvoices stories are rising in popularity among YA readers, this brings an insightful story to the conversation… this is truly a thought-provoking and educational novel. ”

Awards: 

American Indian Youth Literature Award

CONNECTIONS

• This story stresses the importance of accepting everyone regardless of race and valuing where we come from. 

Other related books:

• Firekeeper’s Daughter by Angeline Boulley

• The Absolute True Diary of a Part-Time Indian by Sherman Alexie

Activity: Research traditions about the Muskogee Natives. Find information about where they lived, what celebrations they had, what they liked to eat, and where most of this group of Natives are found today.

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How I Became a Ghost: A Choctaw Trail of Tears Story

Tingle, Tim. 2013. How I Became a Ghost: A Choctaw Trail of Tears Story. The Roadrunner Press. Oklahoma City, OK. ISBN 978-1-937054-55-7

PLOT SUMMARY

A young Choctaw boy named Isaac is learning about the many changes that are happening to his family, such as having to relocate to another place to live. It is during this time that Isaac begins to see strange visions that no one else can see. These visions scare him because he sees people in flames, covered with blood, or filled with scars and rashes. As his family embarks on a new location during a terrible winter season, they meet other families who are on the move, too. Soldiers are constantly watching them, and Isaac soon discovers that the blankets that have been given to the families are covered in the smallpox virus, so more families die. As his family survives the long and painful journey, Isaac leads several adventures with another young boy who can turn himself into a panther, a young 5-year-old with a joyful spirit, and his precious dog Jumper. Unfortunately, due to the harsh winter conditions, many in the community die, including Isaac. Yet, he realizes that he has become a ghost, and with the help of Joseph, the boy turned panther, he decides to help his family reach their destination safely.

CRITICAL ANALYSIS

How I Became a Ghost: A Choctaw Trail of Tears Story is a book that describes the desperate and mournful events that led to the relocation of the Choctaw families during what historically is known as the Trail of Tears. In the first pages of the book, the author includes a map of the United States describing the route taken by the Choctaws as they moved from parts of Mississippi to Oklahoma. In the book, the author frequently uses native words such as “Nahullos” which refers to the soldiers, and “Yakoke,” which means thank you. The author describes how they would eat corn soup for supper, called Pashofa.

In one scene in the story, when young Nita, Isaac’s five-year-old friend, dies, the women in the Choctaw community circle the deceased girl and her mother. They then break bark from the surrounding cedar trees and burn the bark as they wave it over the dead girl. They sang the Choctaw death song, and sometimes they sang Amazing Grace in Choctaw, which is part of the celebration they have for their dead. Young Isaac realizes that his parents will never leave his body behind when he dies because Choctaw tradition will never leave the family’s bones behind. He learns that each Choctaw tribe has a group of older women known as bonepickers who are responsible for keeping the bones of all the dead tribe members. They place the body on a wooden platform and leave it close to a river or spring where animals come to drink. They wait for the animals or buzzards to finish eating the flesh from the bones 

When Isaac dies, he is surrounded by Choctaws who have also passed, and he notices them singing the Choctaw friendship song to welcome him. He sees that they are holding different items such as a blowgun, a boat paddle, and a fishing pole. All these items represent that they continue with their games, hunting, and fishing even if they are now Choctaw ghosts.

Besides the ability to speak to ghosts and turning into one himself, Isaac has the opportunity to communicate with his dog Jasper, which is somehow a mythical experience.

The theme in this story is one of resilience, bravery, and determination. The Choctaw endured devastating experiences, but their strength as a community and the guidance of their ancestors allowed them to find a safer place to live.

REVIEWS

The Horn Book Magazine-  “Tingle, a Choctaw storyteller, relates his tale in the engaging repetitions and rhythms of an oft-told story…The novel comes alive in Isaac’s voice and in the rich alliance of the living and the dead.”

Kirkus Reviews- “The beginning of a trilogy, this tale is valuable for both its recounting of a historical tragedy and its immersive Choctaw perspective.”

Awards:

American Indian Youth Literature Award

American Indians in Children’s Literature Best Book List

CONNECTIONS

• This story makes a connection for those who find a strong bond and connection with their family and whose traditions have been passed down through numerous generations.

Other related books:

• When a Ghost Talks Listen  by Tim Tingle

• In the Footsteps of Crazy Horse  by Joseph M. Marshal III

Activity: Students can draw a map of the routes the Choctaw had to take while they relocated to Oklahoma. They can also describe the painful experiences the tribe 

****************************************************************************************************Squanto’s Journey: The Story of the First Thanksgiving

Bruchac, Joseph. 2007. Squanto’s Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. Clarion Books. New York, NY. ISBN‎ 978-0152060442

PLOT SUMMARY

In this story, Squanto, a member of the Patuxets, recalls the day in which the first European arrived in the bay area and approached the Natives to trade for beaver and deerskin.  One of the captains was John Smith, and with him was Thomas Dermer. After Smith left, Thomas Hunt landed at Patuxet where he tricked about twenty natives to climb aboard his ship and sailed away against their will. Squanto learned to speak English and did everything in his power to sail back to his homeland. When he finally was able to head back to New England, he learned that many of his family members including his wife and children had died of diseases brought by the English. However, he had promised Thomas Dermer, who had brought him back home that he would try to make an alliance with the Nemasket and Pokanoket. The white men continued to hurt the Native Americans, so it was difficult for Squanto to try to find peace within them. 

When the Mayflower arrived Squanto convinced Massasoit, the sachem of Pokanoket to respect and help the English. It was until Samoset, the sachem of the Pemaquid people, who convinced Massasoit to make peace with their new visitors. The Native Americans taught the English how to plant seeds of corn, beans, and squash and how to hunt. This is how the story of the First Thanksgiving came about.

CRITICAL ANALYSIS

 

The Story of the First Thanksgiving describes a timeline between Squanto’s birth in 1590 to the winter of 1620 when the Pilgrims arrived and landed in Freezing Moon. The story describes the different Native American tribes who were living in the area such as the Patuxets, Nemasket, Pokanoket, and the Pemaquid. The author includes a short glossary at the end of the story to define native words such as sachem which means a leader of the people and Wampanoag which is the name given to the native people in the area that is present-day Massachusetts. 

The illustrator creates beautiful large pictures of the English and the Native Americans. The English wear hats, slim jackets, and knickers, while the Native Americans are seen with feathers in their braided hair, animal skin clothes, and beaded jewelry. The Europeans have facial hair while the Natives have clean tan skin. The expressions in the faces of the Natives shows their desire to help and friendliness. Yet,there are illustrations that show sadness and despair in their faces. 

Most of the drawings have soft, pale neutral colors with heavy brushstrokes. 

REVIEWS

Booklist - “ History from Native American viewpoint”

The Horn Book- “Told with respect and dignity

Awards:

American Book Award

CONNECTIONS

• This novel makes a connection with the millions of America who celebrate Thanksgiving by giving a truthful and accurate account of the event.

Other related books:

• The Very First Thanksgiving by Ronda Fowler Greene

• Squanto and the Miracle of Thanksgiving  by Eric Metaxas

Activity: 

Write a journal entry from Squanto’s point of view. What would he be feeling the first time he saw European settlers, and when he was kidnapped and taken to England against his will.

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Fry Bread

Maillard, Kevin Noble. 2019. Fry Bread: A Native American Family Story. Roaring Book Press. New York, NY. ISBN‎ 978-1626727465

 

PLOT SUMMARY

Fry Bread is a beautiful story of how a Native American family forms a special bond through the art of making fry bread. Fry bread becomes much more than food to them because it represents the unity within a family. From mixing the ingredients to listening to the sound the dough makes when it's placed in the skillet, the family enjoys this tradition. They all gather during special holidays or weekends to share a meal, but also to share part of their heritage by weaving baskets and making dolls. The oldest members in the family gather the younger children and share stories of their ancestors and the land that was stolen from them. Although fry bread is prepared differently in the many Native American tribes, it has become a symbol of unity and togetherness for all.

CRITICAL ANALYSIS

The story centers around the importance of preparing traditional family dishes during important events or simply when the family spends time together. As the family makes memories, the family unity is reflected in the moments they share together. Throughout the story the author explains what fry bread is by repeating the phrase “fry bread is”. For example the story says, “Fry bread is sound, fry bread is food, fry bread is color” etc. 

Another  important observation was the differences in facial features, hair and skin color amongst the family members. The illustrator draws some children with light straight hair, while others have curly black and even red hair. This shows that Native Americans come from many different places and many share cultural heritage with descendants from Africa, Asia, and Europe.

In one of the illustrations that mention that “fry bread is nation”, there is a wall with more than five hundred different Native tribes names. Names such as Navajo, Seminole, Apache and Shoshone are inscribed in the wall. 

Even though each tribe makes a variation of the author’s fry bread, they all make recipes in a similar fashion with shared ingredients.

Two of the family members wear tattoos on their arms. These tattoos are explained at the ending of the book to represent Seminole symbols of lightning and trees.

The author also includes the instructions on how to make fry bread and a list of ingredients he uses in his recipes. The author shares a portrait of his aunt, the family member that passed on the recipe so that he could continue to make the traditional fry bread with the family. The author’s note at the end of the book explains each part of the story with detail which makes this book quite informative.

REVIEWS

Kirkus Reviews, starred review “ With buoyant, heartfelt illustrations that show the diversity in Native America, the book tells the story of post-colonial food, a shared tradition across the North American continent… Through this topic that includes the diversity of so many Native Maillard (Mekuskey Seminole) promotes unity and familiarity among nations. Fry bread is much more than food, as his book amply demonstrates.”

School Library Journal “This warm and charming book shows and affirms Natives lives. The information text and expressive drawings give it broad appeal.”

Awards:

Robert F. Sibert Informational Book Medal

American Indian Youth Literature Picture Book Honor Winner

CONNECTIONS

• This book makes a connection with students who share an important family recipe and who spend time as a family preparing certain dishes. 

Other related books:

• We Are Grateful: Otsaliheliga by Traci Sorell

• At the Mountain’s Base by Traci Sorell

Activity: 

Students can prepare fry bread using the ingredients given at the end of the story. Students can also share a recipe that has been used in their family for several generations.