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Native American #Kidlit Recommended Reading

If you’re looking to explore the rich world of Native American literature with your family, the following wonderful middle grade titles are a great place to start. (Thank you to the First Nations Development Institute who graciously let us share their list with the Mixed-Up Files readers, and to Debbie Reese, Ph.D., who chose these books. Dr. Reese is a expert in the field of Native children’s literature and an enrolled member of Nambé Pueblo. She is the curator of the Native American Children’s Literature Recommended Reading list and the editor and publisher of the “American Indians in Children’s Literature” website.)

Hidden Roots by Joseph Bruchac (Abenaki)
Eleven-year-old Sonny and his mother can’t predict his father’s sudden abusive rages. Jake’s anger only gets worse after long days at the paper mill — and when Uncle Louis appears. Louis seems to show up when Sonny and his mother need help most, but there is something about his quiet wisdom that only fuels Jake’s rage. Through an unexpected friendship with a new school librarian, Sonny gains the strength to stand up to his father, and to finally confront his mother and uncle about a secret family heritage that may be the key to his father’s self-hatred.

The Birchbark House by Louise Erdrich (Turtle Mountain Chippewa)
“[In this] story of a young Ojibwa girl, Omakayas, living on an island in Lake Superior around 1847, Louise Erdrich is reversing the narrative perspective used in most children’s stories about nineteenth-century Native Americans. Instead of looking out at ‘them’ as dangers or curiosities, Erdrich, drawing on her family’s history, wants to tell about ‘us’, from the inside. The Birchbark House establishes its own ground, in the vicinity of Laura Ingalls Wilder’s ‘Little House’ books.” –The New York Times Book Review

In the Footsteps of Crazy Horse by Joseph Marshall III (Sicangu Lakota)
Jimmy McClean is a Lakota boy—though you wouldn’t guess it by his name: his father is part white and part Lakota, and his mother is Lakota. When he embarks on a journey with his grandfather, Nyles High Eagle, he learns more and more about his Lakota heritage—in particular, the story of Crazy Horse, one of the most important figures in Lakota and American history. Drawing references and inspiration from the oral stories of the Lakota tradition, celebrated author Joseph Marshall III juxtaposes the contemporary story of Jimmy with an insider’s perspective on the life of Tasunke Witko, better known as Crazy Horse (c. 1840–1877). The book follows the heroic deeds of the Lakota leader who took up arms against the US federal government to fight against encroachments on the territories and way of life of the Lakota people, including leading a war party to victory at the Battle of the Little Bighorn. Along with Sitting Bull, Crazy Horse was the last of the Lakota to surrender his people to the US army. Through his grandfather’s tales about the famous warrior, Jimmy learns more about his Lakota heritage and, ultimately, himself.

Son Who Returns by Gary Robinson (Choctaw/Cherokee)
Fifteen-year-old Mark Centeno is of Chumash, Crow, Mexican and Filipino ancestry–he calls himself “four kinds of brown.” When Mark goes to live with his Chumash grandmother on the reservation in central California, he discovers a rich world of family history and culture that he knows very little about. He also finds a pathway to understanding better a part of his own identity: powwow dancing. Riveted by the traditional dancers and feeling the magnetic pull of the drums, Mark begins the training and other preparations necessary for him to compete as a dancer in one of America’s largest powwows.

Indian Shoes by Cynthia Leitich Smith (Muscogee (Creek)
What do Indian shoes look like, anyway? Like beautiful beaded moccasins…or hightops with bright orange shoelaces? Ray Halfmoon prefers hightops, but he gladly trades them for a nice pair of moccasins for his Grampa. After all, it’s Grampa Halfmoon who’s always there to help Ray get in and out of scrapes — like the time they are forced to get creative after a homemade haircut makes Ray’s head look like a lawn-mowing accident. This collection of interrelated stories is heartwarming and laugh-out-loud funny. Cynthia Leitich Smith writes with wit and candor about what it’s like to grow up as a Seminole-Cherokee boy who is just as happy pounding the pavement in windy Chicago as rowing on a take in rural Oklahoma.

How I Became a Ghost: A Choctaw Trail of Tears Story by Tim Tingle (Choctaw)
A Choctaw boy tells the story of his tribe’s removal from the only land his people had ever known, and how their journey to Oklahoma led him to become a ghost–one with the ability to help those he left behind.

 

 

 

 

 

STEM Tuesday–Peeking into the Mind of a Scientist/Engineer — Writing Craft and Resources

STEM TUESDAY from the mixed up files

Peeking in

This month we have been challenged to peek into the mind of scientists and engineers. How do we do that? It seems like such a scary proposition. How could we approach those aloof academics squirreled away in hermetically sealed laboratories, thinking about nothing else but their hypothesis?

Ummm. . .

#Fieldworkfails will give you a whole new perspective on those stuffy scientists. These are everyday folks making everyday mistakes. One researcher accidently glued herself to a crocodile, a field team had baboons steal their last role of toilet paper and string it up in trees, another group managed to get a drugged zebra’s neck stuck in the fork of tree.

This is peeking in!

And guess what – STEM Professionals are eager to share. In fact, many are almost shouting, jumping up and down, waving stadium-sized banners: “COME LEARN FROM US!”

There’s this growing field, science communication, and more and more practicing scientists are themselves becoming all about some SciComm. Go ahead, check out #Fieldwork or #SciComm or one of the bajillion other cool places these STEM nerds are sharing.

As a writer, I’m just as likely as the rest of the world to see scientists – especially those I adore – as remote individuals who don’t have the time for me. Once, I was in awe of this scientist – she gets to dive with manatees for her research – so I put off contacting her for months. When I finally did reach out, she invited me to join her next research trip to Belize! But the trip was in two weeks. I couldn’t get organized that quickly. I missed the opportunity of a lifetime because I had been nervous about contacting her.

Don’t miss out. Don’t let your students miss out.

Do reach out to the STEM community

But first, be prepared.

  1. Visit the scientist’s website. If they have videos, articles in popular magazines, or active social media accounts, they are eager to engage.
  2. Read about the research the scientist is conducting.
  3. Generate a list of your questions and then prioritize those questions.
  4. Contact the individual (I use email), letting them know:
    1. your purpose
    2. how you prepared for talking with them
    3. what exactly you are seeking (a phone interview, answers via email, a video chat)
    4. why you are seeking them out as opposed to another researcher.

Then, once you’ve made contact, let the questions begin. Do let the professional share in a way that is comfortable to them. Some prefer lots of questions; others love to tell stories. Have fun with them and don’t forget to send a thank-you.Support Independent Bookstores - Visit IndieBound.org

Peek Into the Past

But don’t think this peeking in is limited to living folks. Books on this month’s reading list give you prime opportunities to wander around in the world of geniuses such as Charles Darwin. Take a look at Charles and Emma: The Darwin’s Leap of Faith, by Deborah Heiligman. You’ll get a look into the inner workings of his mind:

  • Reading Charles’s list of marriage pros and cons
  • Seeing that after years of work he worried that “all my originality, whatever it may amount to, will be smashed,”
  • Watching him grapple with a child’s death and the realization that natural selection was playing out in his own life.

Support Independent Bookstores - Visit IndieBound.orgFiction can show us the inner scientific mind as well. Consider The Curious World of Calpurnia Tate, by Jacqueline Kelly.  Young Callie Vee posts questions in her notebook, “What shapes the clouds?” She observes a weather vane and documents her ideas. She builds an anemometer, and just like the contributors to #FieldworkFails, she discovers that STEM endeavors aren’t always easy. Her great anemometer blew apart. Fortunately for Callie Vee, she has a mentor eager to share the thrill of design, but wise enough to let her learn through failure.

I encourage you – students, writers, educators – STEM lovers reach out and peek in!

 

 

 

 

Nonfiction author Heather L. Montgomery peeks into the lives of scientists in her recent book Something Rotten: A Fresh Look at Roadkill. A scientist who pulls parasites from snake lungs? A kid who rebuilds animal bodies bone-by-bone, a researcher who finds contagious cancer? Don’t you want to know how those folks think? Heather also peeks directly into roadkill herself. Dissecting a rattler, skinning a fox, her hands stay busy discovering answers to questions her brain keeps pumping out.  

 

 

O.O.L.F (Out of Left Field)

How can students connect with STEM professionals? Here are some good opportunities:

Before they were scientists is an interview series that asks scientists what they were like in middle school.

Skype-a-Scientist matches scientists with classrooms for 30-minute Q & A sessions.

Melissa Stewart’s “Dig Deep” series looks at the inner lives of nonfiction writers who often write on STEM topics.

In Writing About Characters, Are We Neglecting Relationships?

I’ve been thinking lately about how much craft and practice I’ve devoted to characters—their traits, their goals, and their development arcs—compared with how little I’ve ever pre-planned the relationships that tie these characters together. In my experience, fictional relationships seem always to arise organically from a given configuration of characters, setting, and plot, although there’s no reason to expect that this would always have to be the case.

What would happen, I’ve been wondering, if I created a set of relationships first and built the characters afterward? Could I plan a series of relationship arcs first and most importantly, and then build a plot to bring those relationships about? What would such a story look like if I set aside my character profiles and worked instead from a set of relationship profiles?

One result would be that things get complicated quickly. You can see why by drawing character dots and relationship lines to connect them. Two dots can be connected with one line, representing two people connected by a single relationship. But three lines are required to connect three dots, six lines to connect four dots, and ten lines to connect five dots. A story with even just a dozen characters would contain over sixty relationships among them!

Now, consider that each of these relationships is an entity that evolves and changes over time, and plays off of other relationships in the same way that characters play off of other characters. Friendships are strained. Romances blossom. Family dynamics turn this way and that. And each character is defined by multiple roles in an interactive social web that’s larger than the sum of its parts.

If that’s not enough to make your head spin, think of the null relationships, representing strangers. Every pair of characters who pass on the street will have second- or third-level social connections in common. A character on the bus is connected in some way or another with each of other passengers without even knowing it. But once we’ve mapped those connections, we can develop the scene in a more realistic manner.

Relationships exist at a higher level of abstraction. But I suspect that if a writer were able to work effectively at that level, the payoff would be a more emotionally satisfying story. Some authors may already do that, at least subconsciously. But if this were common practice, writing manuals, workshops, and teachers would focus more heavily on relationships rather than just on characters.

Or maybe a relationship-based story would be unwritable or, worse, unreadable. Maybe the better solution is a hybrid approach that sees in each character the effect of numerous relationships, and develops the more important relationships as characters in their own right, born in a first meeting, growing and maturing over time, and possibly dying through neglect or trauma.

If you write, do you focus primarily on characters or on relationships? If you teach writing, do you encourage your students to develop the relationships between their characters? Let me know in the comments!