Bruchac, Joseph. Hidden Roots. New York: Scholastic Press, 2004. 144 pp.

Grade Range: 6-9

Genre: Contemporary Fiction

Summary and Critique:

In this emotional story, Sonny—an eleven-year-old boy—tells the tale of his experience as a Native American in New York in 1954.  Sonny suspects that he is different from his classmates, but his mother has always told him to watch his back and stay silent.  His father works in a paper mill, often double-shifts, but comes home angry and inflicts abuse on Sonny’s mother.  At school, Sonny is bullied, but does not retaliate; he is unnoticed until Uncle Louis comes.  In time, Uncle Louis takes the young boy into the forests of Vermont where the two silently watch the deer and other aspects of nature. Gradually, the older man guides his nephew toward a deeper understanding of the life cycle.  As the boy grows both physically and emotionally during the summer before sixth grade, his mother and uncle finally reveal a family secret—Uncle Louis is really Grampa Louis.  Sonny’s mother was taken away from him as a result of laws exterminating Native Americans. Through his uncle’s teachings, Sonny learns the story behind his Native American heritage and claims his culture.  As the boy discovers his ancestry, his father makes peace with his Native American identity, as well.  Ultimately, the family gains strength from their shared secret.

Told in a conversational tone, the story chronicles Sonny’s journey toward adolescence, his discovery of his heritage in the midst of prejudices, and his family’s struggles. Though readers might not be Native American, most middle-school students can identify with Sonny.  High-school students may also enjoy the book as a complement to units on Native Americans, prejudice, family dynamics, or adolescence.

Themes/Topics:

Families

Friends and Enemies

Generations

Race, Ethnicity, and Culture

Challenges and Triumphs

Animals

War and Peace

The Individual vs. Society

Nature/Science

Author/Illustrator/Editor Information:

Joseph Bruchac is a writer of Abenaki ancestry who draws on his native traditions to preserve Abenaki culture (e.g., language, music, tribal celebrations).  He performs both traditional and contemporary Abenaki music with the Dawnland Singers.  In addition to writing, storytelling, and singing, he teaches and tells stories at various schools across the nation. Armed with a B.A., M.A., and Ph.D., he founded and co-directs the Greenfield Review Literary Center and The Greenfield Review Press. His works include more than 70 children’s and adult books, earning him numerous awards, such as the Lifetime Achievement Award from the Native Writers Circle of America in 1999 and a Rockefeller Humanities fellowship. With his wife, he lives in his grandmother’s home located in the Adirondacks.

For more information on Joseph Bruchac:

http://www.josephbruchac.com This site is maintained by Joseph Bruchac and contains a biography, a schedule of his school visits and performances, an index of his published books, and links to additional resources (a Joseph Bruchac interview, another biography, and information on Native-American life).

http://www.eduplace.com/kids/hmr/mtai/bruchac.html This Web site is part of Houghton Mifflin’s Meet the Author segment. It contains a list of his works, a biography, and photograph. 

http://www.childrenslit.com/f_bruchac.html This site offers a biography, a list of his books, and their corresponding reviews (with summary and price information), along with links to a Joseph Bruchac interview with Native-American information. 

Media Connections

Movies/Documentaries

Life is Beautiful/ La Vita e bella (1997) Set during the German occupation of Italy in the 1930s, this film depicts a Jewish bookkeeper, his wife, and son who are transported to a Jewish concentration camp. The father (Roberto Benigni) convinces his son to imagine the Holocaust as an elaborate game in order to help the child survive. This is an emotional movie that explores aspects of survival and prejudice. It won three Oscars and countless other awards. A dubbed English version is available.

The White Dove/ Holubice (1960) This Czech film is based on imagery—black and white photography. A white dove loses its way, but is rescued by an artist and brought back to health by a young boy. Along the way, the bird inspires freedom and history as it changes the lives of those it encounters. The movie deals with challenges, triumphs, and racial issues.

Remember the Titans (2000) This football story starring Denzel Washington as an African-American high school football coach depicts conflicts in a town after the team has been racially integrated. Adapted from a true story, the movie unites characters of different races in common values. Teen Choice Award Nominee, Black Entertainment TV award.

The Joy Luck Club (1993) Based on Amy Tan’s novel, this movie examines the relationships among four young Chinese-American women and their Chinese-born mothers. As all the women reflect on their pasts, they gain a new understanding of mother/daughter relationships. The film deals with family dynamics, racial tensions, and culture clashes. Young Artist Award, WGA nominee.

Fried Green Tomatoes (1991) In this hilarious yet poignant story, a housewife (Kathy Bates) whose marriage is failing encounters an old lady (Ninny Threadgoode) at a nursing home. Through a series of stories that Ninny tells, the housewife recognizes her power and status as a woman.  Nominated for two Oscars, three Golden Globes, one WGA. Won a Young Artist Award.

Finding Forester (2000) The film portrays the growing friendship between a formerly acclaimed but now withdrawn writer (Sean Connery) and an African-American high school basketball player.  Scoring high on an achievement test, the teenager is sent to a Manhattan prep school where he faces racial prejudices. After befriending the recluse writer, the teen transcends his obstacles, ultimately renew both his and the older man’s dreams.  Won Young Artist Award

Butterfly/ Lengua de mariposas (1999) In this coming-of-age Spanish film, a young boy begins his first year of school, befriends a teacher and classmate, and engages in adventures. The movie is set during the time period when the Spanish Republic is threatened by fascist rebels.  Through his relationships, the boy discovers secrets, but his world abruptly changes when fear, violence and betrayal surface.  Nominated for 12 GOYAs (won one), and nominated for one European Film Award. A dubbed English version is available. Rated R for a strong sex scene.

To Kill a Mockingbird (1962) Based on Harper Lee’s novel, this film (starring Gregory Peck) depicts an Alabama lawyer’s struggle to defend a black man falsely accused of rape during the Depression era. His children, meanwhile, experience their own struggles as they face Boo Radley, whom they had falsely judged due to ignorance and fear.  Won three Oscars (nominated for five), won three Golden Globes, and won one WGA award.

Television

Welcome Back, Kotter any episode (adolescence, poverty/obstacles)

All in the Family any episode (race, ethnicity, and culture; family relationships)

Music/Audio Recordings

”Silent Lucidity.” Lyrics by Queensryche. Queensryche Empire Album. 1990.

(a young child is comforted after a bad dream and reassured by the dream’s power to escape from pain)

Online Resources

• http://www.ndakinnacenter.org/index.htm (NDAKINNA Education Center) This site is maintained by Bruchac’s son, James. It contains information on the center’s programs—storytelling, Northeastern Native folk arts, music, history, and wilderness, nature, and teambuilding skills. The site offers useful links for educators to obtain resources from the center.
• http://www.indiancountry.com/ (Indian Country Today: The Leading American Indian news source) This site offers thoughtful information about current Native American issues, education, and Newspapers in Education (NIE): a program that provides the latest editions of Indian Country Today newspapers to teachers so that they may be used as classroom teaching materials or as aides in compiling Native-American centered lesson plans).
• http://www.ncadv.org/ (National Coalition Against Domestic Violence) A well-researched site that offers resources for domestic violence victims, current information on domestic-violence legislation, statistics, research information, and ways to get involved.  Students can use this Web site to delve further into the prevalence of domestic violence, as well as its causes and preventative factors.
• http://www.teachingbooks.net/ Excellent Web site offering teaching ideas and resources for both Teens ’ and children’s literature. Resources include movies of authors and illustrators, book and discussion guides for PreK-12, audio clips of children and Teens ’ books, thematic bibliographies, information about book awards, and links to more young adult literature sites.  (There is also a “Teaching Books for Students” site.)  This site is helpful in structuring in-depth lesson plans on books.
• http://digital.library.upenn.edu/books/banned-books.html (Banned Books Online)  Offers an extensive list and history of banned books. Each book is linked to an online version of the text! The site also contains The Online Books Page, which has links to over 20,000 online books. This site works great for lessons on free expression and human rights.
• http://www.embracingthechild.org/index.html (Embracing the Child) Extensive Web site devoted to multicultural literature ranging from picture books and juvenile fiction to nonfiction and young-adult texts. The site offers links to Black History, Women in History, History and Language Arts, Native Americans, Newbery Books, and countless other book topics.  Each book link takes the reader to a book review. In addition, the site contains Lesson Plans and Activities and Related Links and Teacher Resources sections, plus a variety of ideas for using different cultural texts.  Books and resources are grouped by difficulty, theme, and age. This is a useful site for both teachers and students, for it makes books an interactive experience.
• http://www.library.wisc.edu/libraries/WomensStudies/native.htm Web site dedicated to Native-American women. The site offers links to other multi-purpose Native-American Web sites, Native-American women documents/sites, important issues (sterilization), activism, resource centers, arts, music, domestic violence, health care, history, legislation, women writers, religion, and videos. This site offers adds context to many issues explored in literature. 

Related Texts

Chotjewitz, David, Doris Orgel (Translator). Daniel Half Human: And the Good Nazi. Atheneum/Richard Jackson Books, 2004.  A U.S. soldier reflects on his childhood in Germany during Hitler’s rise to power in the 1930s.  The boy, Daniel, wants to join the Hitler Youth, but is shocked and upset with both himself and his mother for being “less than human” when he learns his mother is Jewish.  Daniel’s father, a WWI hero, believes his status will protect the family from the Nazis, but his mother wants to flee.  Daniel is torn between loyalty and a strong desire to remain with his Nazi friends.  It received Mildred L Batchelder Honor Book Awards, and would be a great parallel to Hidden Roots.

Schmidt, Gary D. Lizzie Bright and the Buckminster Boy. Clarion Books, 2004.  Based on the destruction of an actual island community in 1912, the book explores race in a poor community.  Set in Maine, the novel depicts a 13-year-old boy, Turner, who feels pressured as the preacher’s son until he meets Lizzie, the first African-American he has ever encountered.  In a town of racists, their friendship is denounced.  Eventually, Lizzie and the other residents of her island are sent away to institutions, while the graves and shacks are destroyed.  Turner attempts to find Lizzie, but learns that she is dead, prompting his father and him to stand up to racism.  Unfortunately, their actions result in the father’s death. This book is a Newbery Honor Book. The story reiterates struggles with race and communities.

Anderson, Laurie Halse. Speak. Puffin, 2001. Though fictional, this story rings true with many teenagers who feel like outcasts.  Melinda, a high school freshman, is mute.  Her parents only communicate via post-it notes, and her peers use her as a scapegoat.  Ultimately, readers discover the chilling cause of her psychologically induced silence: rape by a popular senior. It is an ALA Best Book for Young Adults, Edgar Allan Poe Award Finalist, School Library Journal Best Book of the Year. This story works well for character analyses, while providing an in-depth look at adolescence.

Singer, Marilyn. Face Relations: Eleven Stories About Seeing Beyond Color. Simon and Schuster Children’s Publishing, 2004. This young-adult anthology contains eleven short stories about Teens overcoming racial prejudices.  Joseph Bruchac’s story, “Skins,” is featured in the anthology. The texts challenge popular stereotypes. For instance, in “Phat Acceptance,” an obese African-American boy turns out to be a “surfer dude.” Cultures represented include African-American, Native American, Mexican-American, Japanese-American, Trinidadian-Indian, Palestinian, and Jewish.

Warren, Andrea. Escape from Saigon: How a Vietnam War Orphan Became an American Boy. Farrar, Straus and Giroux, 2004.  A historical novel based on the 1975 Operation Babylift, but presented through the eyes of an eight-year-old Amerasian boy (Long) who was part of the endeavor. The books uses interviews from those close to Long in order to follow the protagonist’s life from childhood to adulthood.  His father was American; his mother was Vietnamese.  Long is taken from his grandmother and forced to stay at a Saigon orphanage.  As the story progresses, Long is adopted by an American family and forced to assume a new identity as Matt.  Eventually, Long/Matt returns to Vietnam in order to understand the sacrifices and obstacles his family endured.  Historical photographs complement the text. This works well as a cross-cultural example of lost heritage, poverty, separation, and family relations.

Walls, Jeannette. The Glass Castle: A Memoir. Scribner, 2005.  Her father is an alcoholic, her mother is in denial, and she, Jeanette, lives in a poverty-stricken Arizona apartment with four siblings.  The children are forced to fend for themselves—eating out of dumpsters, patching clothes, solving their own medical problems.  Each child leaves Arizona for New York City, and their parents eventually move to NYC. This book can be used to show the reverse side of heritage—denial and refusal to acknowledge heritage. Students can play “devil’s advocate.”

Anglessey, Zoe. Listen Up! An Anthology of Spoken Word Poetry. Ballantine Publishing Group, 1999. This anthology features nine African-American storytellers who transcribe spoken-word poetry.  Each poet provides a brief biography and shares several poems.  The “spoken-word” poems are a mix between stories, songs, and poetry, but usually contain rhymes.  These stories work well for exploring the art of storytelling, and allow struggling readers to succeed.

Kadohata, Cynthia. Kira-Kira. Atheneum, 2004.  Set in the 1950s, this first-person novel chronicles a Japanese-American family’s journey as they move from Iowa to Georgia during the narrator’s kindergarten year.  Though her parents struggle to earn a living under harsh conditions at the poultry plant, little Katie develops a relationship with her older sister, Lynn.  Mentored by her sibling, Katie learns about nature, her neighbors, and (sadly) racial prejudice.  Eventually, Lynn develops lymphoma and dies, but Katie benefits from her sister’s gentle wisdom.  This book is the recipient of the 2005 Newbery Medal. Like Hidden Roots, the book depicts race relations, family relationships, growing-up, and poverty.

Teaching Ideas

(1) “Spoken Collage”  Bring as many poetry texts and song lyrics to the classroom as possible.  Divide the class into groups of three or four and have the students share the poetry within their groups.  Students will look through their collections and choose three or four poems that belong together in some way.  Next, the students will recreate the poems to form a new theme or to reinforce the existing theme. (Passages can be excerpted or the entire poem used.)  Encourage the students to experiment with tempo, volume, placement, production, and their audience.  Students then “perform” their thematic poems to the class at large. [Summarized from “Spoken Collage” by Paula Lee in Ideas Plus Book 1. Urbana, IL:  National Council of Teachers of English, pp. 1-2.]

(2) “When You Can’t Take the Reader to the Mountains…”  Gather as many materials as possible to help the novel’s setting come alive.  Collect samples of hunting equipment, herbs, plants, animals (skins or jerky for deer), photographs, drawings, etc. and bring them to the class.  The teacher can brew tea or make soup from the herbs and pass around the pictures with the tea/soup so that students can touch, smell, and taste the novel.  The teacher may also bring in traditional Native medicines and folk songs.  This allows students to connect with the text and to relate to the narrator’s experiences; it brings the novel to the readers.  This activity can also be used to introduce personal narratives in which students reflect on their own traditions and heritage. [Adapted from “When You Can’t Take the Reader to the Mountains” by Pat Smith in Classroom Notes Plus. Urbana, IL: National Council of Teachers of English. January 1988, pp. 1-2.]

(3) “Living with a Name”  Ask students to research the origin of their names (e.g., etymological roots, reasons family members selected the names).  If they do not know (or they do not live with their parents), that is okay—they can write about the different roots of their names and speculate about the myriad ways their names might have developed.  The students should prepare to present their findings to the class the next day.  Students can discuss the various reasons for liking (or not liking) their names.  After the discussion, ask students to write down either fictional or true stories about how they received their names.  This allows students to investigate their roots, as well as to explore the pain or pleasure that they derived from their history/identity. [Adapted from “Living with a Name” by Mildred L. Jackson in Classroom Notes Plus. Urbana, IL: National Council of Teachers of English. January 1988, p. 7.]

(review written by Christy Fennewald)