Author Archives: islamicschoollibrarian

Jan11

Tales of Nasreddin Hodja: The Parrot and the Turkey prepared by Gamze Alici illustrated by Sinem Zengincelebi

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img_2803I ordered this book a while ago online.  There is a whole series of Nasreddin Hodja, so I picked a title at random.  I read it when it arrived and the story seemed to wander more than my attention span could follow.  So naturally,  I had my children read it, and they said it seemed funny, but they didn’t understand it.  I glanced through it again and figured maybe it was one of those beloved cultural characters that just lost some of their charm in translation.  In this case, Nasreddin Hodja is a folktale type character born in the 13th century from Konya, Turkey, who is the star of short stories that teach a point in a silly way.  The opening page tells a bit about him and what you can hope to learn in the story, but it didn’t help understand why the book was so fragmented.

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In my latest move, I found the book again, read it again, and was stumped again. But luckily this time I contacted a Turkish friend instead of putting it back on the shelf and realized this book does not do Nasreddin Hodja justice, he is a hoot.  The book, not so much.

So first, a review of the book.  The book is beautiful and fun to look at.  The colorful glossy pages and clear font invite readers between ages 6-9 to read it and younger kids to have the story read to them.  The illustrations are delightful and after hearing about Nasreddin Hodja I think they convey his silly, yet wise persona.

Unfortunately the story is long.  At 32 pages with a fair amount of text on each page the author seems to try and take three tales and connect them into one coherent story.  The result is an abundance of detail that doesn’t move the story to his poignant conclusion and instead results in unresolved tangents.  For example in the first part of the story, he goes to the market to buy a few things for an alfresco breakfast with his wife.  Along the way he stops at a fountain to drink some water, he then begins shopping and after listing off dozens of vegetables and fruits, and details how he buys each item and what season they come from, he gets to his commentary of how silly a man selling a parrot for a ton of money is.  He then returns home to get his turkey to make the point to the parrot vendor that if he is asking 50 pieces of silver for a parrot that can talk, he will sell his turkey who can think for 100 pieces of silver.

This story covers about 17 pages of the book, but the same tale as told on the website http://www.readliterature.com/hodjastories.htm is only a few short sentences.

Parrot

One day The Hodja was walking around in the market place. He saw a bright-coloured bird for sale for 12 gold coins. Hodja was amazed. He approached the crowd gathered around the bird and its seller.

How can a bird be so expensive?’ he asked the people watching the bird.

This is a special bird,’ they explained, `it can talk like a human being!’

This gave Hodja an idea. He went straight to his home, grabbed his turkey and brought him to the market place. He stood near the man selling the parrot.

Turkey, for sale, ten gold coins!’ he yelled.

Hodja Effendi, how can a turkey be worth ten gold coins?’ the shoppers protested.

There is a bird there for 12 gold.’ insisted the adamant Hodja.

But Hodja Effendi, that bird can talk like a human being.’ the people tried to reason. But Hodja was unbending.

And this turkey can think like a human being.’ he countered.

Obviously I can understand what the writer was trying to do. But, unfortunately it doesn’t work.  Mina Javaherbin did something similar when retelling Rumi’s poems in children’s book form, but she had better luck.  Perhaps if the author would have kept them shorter and not embellished them to teach so many lessons about vocabulary and seasons and colors it would have actually had a begining, middle and end.  Early readers will find the pages over bearing and fluid readers will see the holes in the narrative.  Perhaps if each story were only a few pages there would have been a plot and take-away-lesson. Unfortunately as written Hodja’s message gets lost and the reader takes very little if anything away from the book.

When you research some of Nasreddin Hodja’s stories they are fun, and it becomes easy to see why children (according to my friend) dress up as him in school and he is quoted and referenced so widely and lovingly.  His stories work well in an oral tradition, obviously, and if you follow my mother’s advice (a preschool teacher for a few dozen years) and “tell” a story to little kids instead of “read” it, this book can get some use.  In story time with 3 to 5 year olds showing the pictures and talking about what is going on, on each page before winding around to the point allows them to to interact with the pictures and story and the reader to impart some of this beloved characters insight on to the audience.

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Jan9

Jannah Jewels by Umm Nura illustrated by Nayzak Al-Hilali

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Strong muslim girls  (check)

Historical fiction (check)

Elementary level chapter book (check)

Beautifully illustrated (check)

Action, adventure, fun (check, check, check)

Really what more can you want from a book, or better yet a series of books?

The premise of Jannah Jewels is four Muslim girls each with specific skills that travel back in time to various places in the world to retrieve artifacts to save the world before the “villians” do.  Along the way they share knowledge of hadith, Quran, and Muslim achievements and advancements while meeting with influential Muslims.  I mean really, what is there not to like.  This is historical Islamic Fiction for 2nd through 5th grade at its finest, yay!

So far there are nine books in the series, and based on the premise that they must find 12 artifacts to put in a golden clock, I would assume there will be 12 books.  I decided to review only the first two as I think they set the stage and give the reader a good feel for the series’ standards, the tone, and direction the consequent books will follow.  The series is to be read in order and they range in length from 69 pages to 165.  Each book has a description of the main characters, a visual of the supporting characters and is followed after the story by a sneak peek at the next book, a glossary, and some manga anime of the heroines.  Some of the books are co authored (Ustadha S. Karim & Tayyaba Syed), but based on the website http://www.jannahjewels.com Umm Nura is the main author and creator of the series.

SYNOPSIS:

Hidayah sees a woman with a bow and arrow and watches her for many days until finally she musters the courage to meet her.  This meeting is the start of Hadiyah’s training in present day with the Master Archer.  The story however, starts with a prologue of the past and how different approaches to archery have lead to a rift between those entrusted to keeping evil at bay.   The collision of those actions and today occur as Hidayah and her friends Jaide, Sarah, and Iman are chosen to retrieve artifacts scattered around the world and throughout time.  They must bring these artifacts and place them in the golden clock before Jaffar and his son Khan do, to obtain a secret locked away inside.  Each girl has incredible skills and strength as well as fears and doubts.  The stories are action pact as well as enlightening and empowering.  The girls are smart, strong, and supportive of one another and they use team work to make for a smart inspiring read.

In the first book the foundation is laid and the details of time travel and the task are put forth, it is a tiny bit cumbersome, but is quickly believable and accepted as the action picks up.  The Jannah Jewels travel to Timbuktu and meet with Mansa Musa to rescue a lost manuscript.  In the second book they journey to China aboard the ships of Chinese Muslim Admiral Zheng He to recover a medicinal plant.  The recap of the first book and the premise of what has to be done is seamless and quick.  Thus allowing the story to move further below the surface to provide more insight into who the four girls are, and understanding into what occurred in the past that made the Jannah Jewel adventures necessary.

WHY I LIKE IT:

I love historical fiction, so Islamic historical fiction is like a gift, when done right.  To give young muslims a glimpse at some of the remarkable accomplishments and contributions Muslims have made throughout time, in a manner they don’t even know they are learning it, is so needed.  Our kids should know about Mansa Musa, Al-Kindi, Fatima Al-Fihri, Sultan Muhammad II, and more, and sadly many are not tempted to pick up a non fiction book to learn about them.

The Jannah Jewels are also admirable and have the ability to inspire our girls to be better Muslimah’s through their examples of intelligence, strength, and deen. Each book reveals more about their hobbies, passions, and past, and does a good job of giving them each their own personalities. That being said, these books are engaging for both boys and girls.  My own children have read the first four multiple times as have I.  Initially I didn’t think my son would be interested as it seems like a very “girl power” type read, but the story is strong enough and the characters have depth that they work well for all kids and their parents.

In addition to the stories, visually the books are absolutely gorgeous and appealing.  The manga anime style of art is bright and colorful on the covers, and detailed and complimentary throughout the text.

 

FLAGS:

None, alhumdulillah

TOOLS FOR LEADING THE DISCUSSION:

The website is engaging for those wanting to know about the characters and writing team.  The FAQ section is good background as well.  www.jannahjewels.com

The books aren’t complicated as they are for elementary aged children, that anything more than the story is not needed.  If your readers are like mine, however, you will need some reference books or google on hand for those that would like to learn more.  I think these books would be great in a classroom setting to get students reading.  I also think they would work well in 1st grade for read a loud story time.  I don’t know that they would be ideal for book club, but definitely could be used to compliment lessons in Language Arts and Social Studies.

Nov7

Bedtime Ba-a-alk by Rukhsana Khan illustrated by Kristi Frost

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Bedtime Ba-a-alk by Rukhsana Khan illustrated by Kristi Frost

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I know, I know another book by Rukhsana Khan, but really how great is she.  She writes books with religious references sometimes, cultural ties sometimes, and sometimes just fun books. I love that kids of all backgrounds associate her with good stories, and that she hasn’t limited herself to just one demographic.  img_1893

Bedtime Ba-a-a-lk has no religious or cultural connections and is just about a girl dealing with rogue sheep in her mind that don’t want to be counted.  The AR level is 2.6 but I don’t know that 2nd graders and below would really “get” the story.  The vocabulary is great, with a little assistance: balk, conjuring, deliberate, snub, mutiny, haunches, eider-down, furrowed, etc..  And the concept of a girl creating her imaginary dream world and conversing with the characters in it, is grand, but I look forward to testing out which age groups grasp it, and which ones just think it is a funny story with an obstinate ram.

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The book is 30 pages and beautifully, playfully illustrated.  The pictures are just “fuzzy” enough to give a sleepy feel, and bold enough to stretch the imagination.  The lines do not rhyme, but flow easily.  The font is large and inviting, and well placed on the page.  The book is clean, and the girl in her pleading with the sheep uses “please” and good manners in her firm demands.   It does use the word, stupidly and darn, once each, but overall a silly fun read.

 

 

Oct20

Umar and the Bully by Shabana Mir illustrated by Asiya Clarke

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With it being October and Bullying Prevention Month, I thought to review a book that has been on my bookshelf for a long, long time.  It won the Islamic Foundation Story Writing Competition in 1996 and is just as relevant today.  At 44 pages, the story, the layout, and writing style appeal to children on a second or third grade level.

SYNOPSIS:

Umar stumbles across some older kids plotting something covertly in the school yard and some money being exchanged.  He then encounters a younger student upset.  Being a kind person, Umar gets Asad to confide in him what the bullies, Harith and David, are up to, and vows to keep Asad safe.  While all that seems simple enough, the true battle begins within Umar,  as he has to figure out what is he going to do, and how is he going to stop the bullying.

WHY I LIKE IT:

I love the length and the target audience.  My six-year-old son summed it up perfectly when he finished.  “Woah, that was a good book, I didn’t expect it would give me so much to think about.”  The author follows the bullying strategy of telling an adult, or a teacher, but gives some depth when that teacher doesn’t care or take the time to help.  It also shows a variety of people that you can go to for help and characteristics you should look for when deciding who a good person to talk to would be.  Umar decides to talk to a good friend of his about what is happening to Asad and devise a plan to help.  Mohammad is kind and trustworthy.  He also gets some advice and encouragement to be brave from Mohammad’s older sister and brother.  All this is done within an Islamic context of asking Allah swt for help, of finding inspiration from stories of his namesake Syedina Umar Al-Farooq. It also, as we get in Umar’s head, reveals how he himself is scared of facing the bully.  This is great because it shows that it can be scary to confront someone even if you are not the victim.  Umar feels he shouldn’t be scared because he is a Muslim, which I really don’t understand, but he turns to Allah swt asking for bravery to do what is right and to be strong.  And beautifully, after it undoubtedly raps up in a happily ever after children’s story way, he does remember to thank Allah (swt) for being there for him and gives credit to Allah for giving him strength.  The book shows the responsibility we have to do what is right even if it isn’t being done directly to us.  It also shows one or two children can make a difference.  I really like that the point of view is from Umar, not the one doing the bullying or receiving it.  Allowing the reader to see how empathetic he is to another person is a wonderful lesson in and of itself.

The book also has mostly Muslim characters, but a few names sprinkled through out as victims and perpetrators could suggest non muslims as well. This is great in showing that bullies are everywhere and that perhaps being in an Islamic school or in a majority Muslim school does not mean bullying doesn’t exist.  Similarly it is good to see that bullying isn’t just non Muslims disliking Muslims, as often time books about bullying for Muslims would suggest.  I think the book could be for Muslims and non Muslims alike, but with the religious reliance, it is geared more for Muslim readers.

FLAGS:

The book is clean, it mentions that the bullies are violent, and possibly smoking.  The children being bullied obviously are lying but it is clear that it is done out of fear, not because they are deceitful by nature.

TOOLS FOR LEADING THE DISCUSSION:

There aren’t any reading guides or activities to accompany the book that I could find online, but I think the natural discussion that would follow make it a great option to read as a book club book, or in small groups.  There are a lot of very easy places to ask children what they would do, if Umar made a good decision, and how they would feel as the story unfolds.

 

 

 

Oct18

The Roses in My Carpet by Rukhsana Khan illustrated by Ronald Himler

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The concept of “refugees” is not a new one, but with the pervasiveness of the term in the news right now, children are starting to need some understanding of what it means to be a refugee, and how to empathize with what their classmates and friends may have endured.  Books like One Green Apple, The Red Pencil, and Four Feet Two Sandals are great, and I excitedly hoped this one would be a great addition to the theme.

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The book is leveled as an AR 3.2, but I don’t know that many eight and nine year olds would be able to grasp some of the content unassisted.  This is a good example of the limitations of Accelerated Reader.  Yes, diction and sentence length are third grade level, but content is a bit heavy in this 32 page water-color illustrated book.

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A young boy is telling the story of his life in a refugee camp in Pakistan.  The nightmares of jets dropping bombs opens the story and sets the tone of a very frightening reality that this boy, his mom, and his sister Maha face.  His father, a farmer, had been killed, and I think the author does a good job of showing readers that although the characters are now in a refugee camp, food and safety are still not a given.  I think we as westerners tend to think, ok they had to leave their home, and that is sad, but now they are taken care of, and this book clearly shows that, that is not the case. The boy mentions that someone has sponsored him and helps them with money, something his father wouldn’t have accepted, and I’m not sure why this is included.  Perhaps to show that people still can help and need to, or to show that affluent people donate as a way to ease their conscious without working to fix what caused the problem in the first place? I don’t know. It would lead to some good discussions with older children, perhaps fifth grade and up, as the author doesn’t make it a good or a bad thing, but does introduce it none the less.

The environment is drab, “Here, the walls are mud, the floor is mud, the courtyard is mud, too” and the day-to-day chores monotonous, lining up for water, for food, going to the mosque to pray, and going to school.  For some reason, not sufficiently explained in my mind, the little boy hates school.  A sharp contrast to stories that show how appreciative many children in other parts of the world are at the opportunity to study and learn. The boy rather, loves weaving.  He looks forward to escaping his reality and getting lost daydreaming in the weaving of beautiful colorful images where the bombs can not get him.

The characters are clearly Muslim, as they pray and wear hijab and go to the mosque.  They trust Allah when they are faced with challenges, but no details of belief are conveyed and it simply describes the characters. The book does not come across as whiney to me, and while there is some hope that radiates through when the boy is weaving, it really is a sad book.  It is made more depressing when Maha is hit by a truck, she thankfully survives with broken legs, and by the thought that although the boy wants to use his weaving to provide for his family, the future doesn’t seem bright.  In the end perhaps running free on a rose filled carpet where the bombs cannot get them only exists in his dreams, a sobbering thought for the characters and readers alike.

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Oct6

One Hundred Ice Creams by Sumayyah Hussein illustrated by Derry Maulana

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This book on my first reading reminded me a lot of Amira’s Totally Chocolate World in that it takes a religious idea, in this case Jannah or heaven, and uses a child’s excitement for a favorite food to explore it.  Not a bad technique, and alhumdulillah the author was able to stay on the idea of heaven and add some additional information then just the silliness of having all the ice cream you could imagine.  The book is 36 pages and can probably be read by a first or second grader independently and appeal to story time ages of preschool 4 and up.  The book unfortunately takes a while to get going. I struggled with the first few pages, which I found really wordy, and puzzling.  The kids seem to be about 6 years old in the illustrations and in their mannerisms, but they start off the book complaining about homework and needing a break from it, which even my own children found confusing and remarked on it.  There also seems to be some unnecessary description too, in setting the stage: the day, the vehicle, the season, that it’s their favorite park, that they haven’t been there in a while, that they took a breath of fresh air, that they waited 10 minutes, etc..

Thankfully I think once the reader’s get that the park is crowded, that the kids couldn’t enjoy the swings and slide and decide to explore the nearby woods, the story finds its rhythm and engages the reader quite well.  A few minor hiccups throughout the book are again, the abundance of details that don’t further the story and aren’t developed. The river is described when they cross the bridge, and then there is another one, or possibly the same one, as this one is now rushing, and it jars the story as there seems to be a lot of rivers in this park.   There is also a rabbit that pops up and excites the kids and then shows up at the end again, which is cute and brings the story to a happy close, but I don’t really love how the parents dismissed it.  Why not let the kids see that he is scared of them and figure out that he doesn’t know they won’t hurt him/her,  rather than have mom tell them they won’t see him again and dad quickly steering them in another direction. Granted this is my personal preference, but I like when kids figure stuff out in books and solve things themselves, rather than how perhaps it is in real life, with mom and dad constantly calling the shots.ice-creams1I really like how when discussing Jannah, they talk about the rivers of milk and honey, and I absolutely loved how they talk about Grandpa (hopefully) being in Jannah and being young and strong.  I couldn’t figure out why when in the woods and marveling at nature the characters didn’t use Islamic expressions like, mashaAllah, subhanAllah, and inshaAllah, and when I read it aloud I had to add them when we got to the pages about Grandpa.  It seemed awkward not too.  The book is clearly for Muslim children, there is a reference page in the back with the ayats from the Quran and hadeeth that tell us about Paradise, and the characters are discussing an Islamic concept, so I’m not sure why their language isn’t reflective of that.ice-creams-2

The illustrations are simple and colorful and complimentary to the story.  I don’t know why the color of the character’s skin is yellowish green.  It seems to match the ice cream and on some pages seemed more noticeable then others.  Dad’s face when he is swatting the fly is a little angry and the color of the skin makes him look mean.  Not sure why the flies are mentioned. And the illustration is not reflective of his personality in the rest of the book.
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Overall the book has a good message, I think I have just loved all the books at Ruqaya’s Bookshelf so much, that my expectations may have been a little too high.  I’ve never written a book and I have no idea what the publishing process for this book was, but I feel like a a few minor adjustments from an editor or proofer would have made this book absolutely phenomenal.  That is not to say it isn’t a good book,  children undoubtedly, will get a tangible understanding of Jannah after reading the story.  An additional plus is that it is on their level in both content and in perspective, meaning that there is lots to chat about after.  Concepts that the children can discuss based on what they understood from the story with little prodding from an adult.  Points from how the kids are treated at the playground, to adding what they would want they are in Jannah, and ultimately steps we can take to increase our chances of getting there, inshaAllah.

Sep20

Laila and Pesto the Fly by Rania Marwan illustrated by Fatima Asheala Moore Jewel Series Story #1 Cheating

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I ordered this book with the hopes that it would be the first book of a wonderful series teaching values in an Islamic context.   It says that it is book #1 in the Jewels Series and it focuses on cheating.  However, the book was published in 2009 and I can’t find any other books in the series.  Sadly, I can possibly see why.  The book is not great.  The illustrations make it so tempting even if all the girls are gorgeous and the illustrations simple, they would seemingly work well with a book aimed at 4 to 8 year olds, and just 24 pages long.

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Unfortunately the text is lacking and doesn’t create a story worth reading more than once. The sentences are repetitive. And the same words are used over and over.  The first page alone says the word “play” four times in three sentences.  It is about 4th grade girls that play, watch cartoons and essentially hold lessons/ book clubs for each other once a week.  A lot going on for a book that on the second page says the word “flies” three times in three sentences.  Needless to say the repetition makes it hard for a story time selection, and the run on sentences hard for young readers.  The first page features a font that is probably about a size 20 and the next page it drops down to one that is about 11, the third page is about a 14 and the trend of the ever-changing font size continues throughout the book.

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Example of repetitiveness from Laila and Pesto the Fly

The story idea is a good one at its core.  A girl teaches her friends about flies.  Then the fly talks about Laila and how she is kind and honest. Then the next sections returns to Laila not being ready for a math test and she is tempted to cheat when Pesto, the fly, distracts her and writes a message for her in glitter.  I’m not sure how the glitter stays on the page, but, the message is received by Laila and emphasized by the author sharing a hadith, “He that deceives us is not one of us.” The last page of the book is a bulleted list emphasizing the harms of cheating, and how to overcome the temptation as the girls urge you to join their Cheat Deceit Foundation.

Overall, the book is awkward and doesn’t work for me.  There are a lot of better books out there.  That being said, if the author wrote another book, I may give her another chance, it isn’t hopeless. It just needs some tweaks. The fly is a silly likeable character, but the group of friends are a monolith and have no individual roles.  The message is clear and important, and we need books like this, but alhumdulillah the standards have gone up, way up, and the writing quality isn’t where it needs to be to attract Muslim children or their parents.

 

Sep14

Nusaiba and the 5th Grade Bullies by Asmaa Hussein illustrated by Zul Lee

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As someone who deals a lot with reading and comprehension, I really misread the description of this book and assumed erroneously that it was a chapter book targeting 5th graders.  Oops, alhumdulillah, my confusion and slight disappointment didn’t last long as I got swept up in Nusaiba’s spunky imagination and endearing personality.  The message of the book is powerful.  Not only does Nusaiba have to deal with bullies, but she has to wrangle with accepting herself, even if that means being different.

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Nusaiba is almost to school when she overhears some 5th grade boys making fun of her mom and what she is wearing.  Nusaiba’s mom is wearing a hijab, and the story is set up to imply that that is what they find “weird.”  This morning encounter bothers Nusaiba all day, and while she doesn’t talk to her teacher about it when asked, she does spill the beans to her best friend Emily.  The next day Nusaiba distances herself from her mom and asks to walk to the school gate alone.  The bullies don’t say anything, but Nusaiba feels guilty about leaving her mom like that. Later that day when Mom picks Nusaiba and Emily up from soccer they swing by a local hijab shop for some clothes shopping.  I don’t know why, but I found the premise for taking the girls clothes shopping a little forced.  It seemed too words of a setup, and I couldn’t help but wonder why Emily would be dragged along.  As mom tries on skirts for work, the girls in their boredom get swept up in using the scarves as costumes and transforming themselves from queens, to underwater divers, to fisherwomen, to mountain climbers, to fantastic cleaners ready to clean up all the scarves on the display.  Her mom lets her pick one to buy, and she decides to wear it to school the next day.  It is noteworthy that Emily doesn’t try on any of the scarves.  She is an amazingly supportive friend, and even in make-believe is right there with Nusaiba, but she doesn’t put one on, and I kind of want to know the author’s reasoning or purpose as to why.  So the next day at school, Nusaiba asks her mom to again walk with her, and when the 5th grade boys call her mom an “odd-ball.” Nusaiba finds her courage to confront them.  Nusaiba and the reader discover the boys are making fun of Nusaiba’s mom, but it isn’t for her hijab.  Nusaiba and her mom set the boys straight and giggle in the process, as Nusaiba realizes she can be anything she dreams.

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The book is 44 pages and probably about a second grade mid year reading level.  The pictures are big and bold and beautiful making it a great option for story time to ages 4 and up.  The pictures do an amazing job complementing the story and going back through to look at them after the “twist” at the end was even more delightful.  The illustrator draws you into Nusaiba’s world and you really do cheer her on when she stands up for herself. The book easily lends itself to discussion, and there is also a question guide at the end, incase you get stumped. It reads more like a school assignment, but it could obviously be re-worded to engage a child at bedtime or in a read-a-loud environment.  The font is a nice size, however, I found it distracting. On some pages it is white on others black, on some it has a shadow and on others it does not.  I’m certain most people would not notice, but for some reason it was jarring to me.  Alhumdulillah, alhumdulillah, if that is the only negative in a book, I think everyone who reads it will be glad to have a copy of their own to read again and again and again and again and….

 

Sep1

Just a Drop of Water by Kerry O’Malley Cerra

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Just a Drop of Water by Kerry O’Malley Cerra

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Thankfully the adult in me won out as I resolved to read a book whose cover and title did nothing to tempt me.  I know, I know, never judge a book by its cover, but seriously a kid running on the American flag with major Muslim characters, written by a non-Muslim about September 11th? I was hesitant and nervous to know what messages would be spread in the 304 pages to children on an AR 4.0 grade level.  But alas, I was  nervous for nothing.  The book is wonderful, and I want to read it again with my 5th grade daughter so we can discuss it.  It is hard to believe 9/11 is now taught as history, but as someone who lived through the tragedy as a college student, this book hit on so many of the defining moments of that horrific morning and the days that followed.  The book isn’t overly political, or judgemental, or preachy, and in retrospect, most people on September 11th and the days immediately following, weren’t either.  We were confused, scared, and unsure, a tone the book reflects and magically presents on an elementary level without getting  overwhelming with the enormity of it all .   The book was published two years ago, and I’m very tempted to contact the author or editor and urge them to reconsider a cover and title change because truly the story deserves it.

SYNOPSIS:

Jake and Sam have been friends their whole lives.  They bonded in the sandbox with their little green army men and have been planning battles and missions together ever since.  Told from Jake’s perspective the reader sees what life is like for these two 8th grade boys.  They push each other in cross-country, their parent’s come together for Jake’s 13th birthday, neighborhood boys swing by for pizza and front yard football games.  But there are stresses too: siblings, busy parents, not getting named captain of the team, friends that play dirty.  Then September 11th happens and worlds are shattered.  The boys learn that one of the hijackers, Mohammed Atta, was from their town, and although Sam has only been to the Mosque a few times with his grandparents, and his parents are culturally American not Saudi, the school bully Bobby is determined to get rid of Sam.  Jake makes it his mission to defend his friend with his fists and his words, but when his parents urge him to stay away from Sam, the stakes are raised.  President Bush says, you are either with us or against us.  But what is Jake to do?  Secrets about Sam’s dad come out and the FBI takes him away for questioning.  The town is gripped in fear and 8th grade boys on both side are determined to change the world, to be the drop of water creating ripples of change.  As Sam and Jake pull away from each other, Sam starts going to the mosque to learn about what he is being accused of being and begins to identify as Muslim.  Jake’s frustration with his parents continues to grow as does his impatience with Sam, but when Jake overhears Bobby plotting something serious, Jake will have to decide where he stands and how strong he is.

WHY I LIKE IT:

I like that the author crafts a story that is complex, but not overwhelming.  She sticks to focusing on getting inside Jake’s head and succeeds.  He is frustrated and confused and determined, but alas he is only a kid and can’t foresee his actions or articulate them the way an adult can.  He is likeable and fallible and she doesn’t belittle him, thus making his plight tangible and relatable.  I was a little disheartened when about a quarter of the way in it was made clear that Sam knows nothing of Islam or his culture, but it works so well in the story to show that he was pushed to go learn about his roots, since others were treating him as if he represented Arabs and Muslims.  This is so real, I knew so many non practicing Muslims that suddenly started coming to the mosque or reading books on Islam because they realized they should know where they come from.  Many resumed a secular life over time, but many also became more practicing, a phenomenon, the US media and politicians have seemingly failed to acknowledge as Islamaphobia is rampant and so many people pick up a Quran to see how a religion painted so negatively, can simultaneously be one of the fastest growing religions in the world.  The author doesn’t even touch on what Muslim’s believe, but she does include that they abhor violence and disavow the attacks.  The Sheikh is presented as nice enough and there is no negative judgement or tone from the author, aside from the xenophobic characters.

The title of the book comes from a song that Jake’s grandma likes and she often tells Jake, “just a drop of water.” Jake takes it to mean that something is insignificant, but she has him listen to the song and explains that it makes ripples that grow.  The imagery is great, and the line becomes powerful, I guess I just felt it wasn’t devolved or woven in enough to make a strong, clear statement to be the title of the book.  I’m sure many would disagree with me, but as I stated earlier the title along with the cover photo didn’t pull me in.  The book appeals to both girls and boys as both are presented very positively.  There are a handful of side stories that add depth to the characters and narrative that I haven’t touched on, but they are all charming in their own way.  There is a Boo Radley type character, there is a whole tangent about Jake’s grandfather and the details surrounding his grandfather’s death, and the overall messages about friendship, and doing what’s right that make the book relevant to a wide spectrum of readers of all ages.

FLAGS:

The book is remarkably clean considering it is about an act of terror followed by bigotry.  There is some hate speech and violence, and some lying and cheating, and mention of getting pantsed.  But, overall clean and no concerns for 4th grade and up.

TOOLS FOR LEADING THE DISCUSSION:

There are a lot of resources online and it doesn’t surprise me.  This book would do great as a novel study, as it is historical fiction.  It would also work well as a book club selection for any elementary or middle schoolers, not just those in an Islamic school.

Author’s Page
Youtube Book Trailer 
Core Connections: achievethecore.org/file/1602
Interview with the author

 

Aug27

Broken Moon by Kim Antieau

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Broken Moon by Kim Antieau

Broken Moon.jpg

I didn’t initially think the premise of the book was terribly original: a poor scarred girl in Pakistan working as a servant, cuts her hair to look like a boy and be free to move about and rescue her brother.  But the weaving in of the One Thousand and One Arabian Nights stories into the larger story, and the plot of kidnapping children to be camel jockeys in the Middle East, made the story good.  Really good, but not the book.  I really struggled with the format of the book.  It is written as letters by the main character Nadira to her young brother Umar.  The information seems too forced in this style, she is telling him how old he is, or retelling him things he said a few days ago.  Once they are together she has to clarify that now she is writing it to their mother, and then again alter it to be writing to those following her story.  It presents too many characters, that are awkwardly introduced because presumably he knows who they are, the reader does not, and bridging that gap makes the book halt the reader from diving head first into a really compelling story.  I feel like the book’s editors let the characters down, it would have been an easy fix to tell the story as Nadira told it to the Sheikha, and then when the story caught up with the present to continue it from there as written, without the guise of it being shared in letters or a diary format.  But, alas no one asked me.  Luckily the book is only 183 pages and written on a AR 4.2 level so it is a speedy read.  Do not let the fourth grade level, however, trick you into thinking it is content appropriate for a 10 year old. There is a lot of abuse, in every sub category of the word.

SYNOPSIS:

When Nadira was 12 years old she was attacked by a group of men seeking to avenge an alleged crime Nadira’s older brother committed against their daughter.  By this girl’s reputation allegedly being ruined by Nadira’s brother, the village decides that a female in his family should in exchange be ruined.  Nadira manages to fight and ends up with some external scarring, including a moon shaped scar on her face, a lot of internal scarring, but the book points out quite often that she got away from being sexually abused.  In her culture she is assumed to be ruined, and will never be married.  She begins to work as a servant to help the family financially as her older brothers have more or less disappeared and no longer are of any help to her family.  When her father dies, her mother and younger brother, Umar, rely on Uncle Rubel who is a horrible man who covertly sells Umar to the smugglers to become a camel jockey.  The family that Nadira works for seem kind, they stick to the norms and don’t include her in their fun and frivolity, but they don’t abuse or belittle her either.  They offer her, her mother, and Umar a place to live on the property, and assist her in finding someone to locate her brother.  Nadira, however, is strong and determined and takes matters into her own hands by cutting her hair to look like a boy, finding the smugglers, and convincing them to take her.  Once in the camp she wins over all the boys, by becoming Sherazad and telling a story to delay her being beat.  Her wit, tenacity, and perseverance is infectious and you find yourself cheering her on.  As she prepares for the races and to broaden her access to camps to find her brother at, she meets a western vet, a Sheikha who essentially owns her, and discovers that all the boys she lives with know she is a girl and love and respect her.  The climax involves her racing in the Sheikha’s Race where the winner is granted a wish by the Sheikha.  Can Nadira win? Can she find her brother? Can she save all the boys at the camp that she has taken in as her brothers? I won’t spoil it this time.  You’ll have to read it.

WHY I LIKE IT:

I like that the author did not cast judgement on a group of people.  Not all Pakistanis are bad, not all women are helpless, not all men are oppressive, not all employers are abusive, etc..  similarly, there is a western character, but she doesn’t swoop in and save the day, in fact I read her to be complacent in what she knew were obvious human rights violations.  I loved the relationship that Nadira had with her father.  The love of learning and love of his daughter is so sincere and beautiful that I think readers can see that the stereotype of daughters not being prized jewels in a family as being false.  I wish the mother would have been further developed.  She seems defiant, but not fleshed out, which is unfortunate. I also like the subplot of the gardener boy, Saliq.  A boy who completed some of his education in England, only to be made crippled by a horse, and sent back to be a servant.  He’s role and respect of Nadira furthers the notion that her scar does not define her, as he proposes marriage and pledges to support her in her efforts to continue rehabilitating kidnapped children and stopping the cycle.  I also like that the author doesn’t share her response, as if to emphasize that she is liberated and with or without a husband she is a complete person.

The characters are Muslim by culture, but there is no real mention of Islam or Islamic practices.  Before Nadira cuts her hair she wears a scarf, but that is neither her nor there.

FLAGS:

The premise of the book is an accusation of a sexual crime.  One of the stories she tells at the  camel camp to delay the beatings,  is the story of the lady who traps a merchant, a king, a carpenter, and a Kazi to free her lover.  She offers her body to the men and traps them in a cabinet naked after obtaining their signatures.  There is some kissing and some innuendos and references to sexual acts.  There are also references to the sexual abuse at the camps as well as descriptions of the physical ones that take place.  Not for the faint of heart or young and innocent. The boys at camp also discover that Nadira bleeds like their sisters, as a clue to them figuring out she is a girl, but compared to the sexual crimes, menstruation seems hardly like a flag, and I only mention it because the AR level is so low, not because there is any reason for shame or shyness in discussing an act all women endure.

TOOLS FOR LEADING THE DISCUSSION:

I think high school students could handle the book, and would allow a plethora of discussion options from child labor, civic responsibility, abuse, justice and the power of literature as a coping mechanism.  I wish the author would have included some information on camel racing and how they are regulated and jockeys are obtained, and maybe thrown in a recipe for masala chai as well.

There are no online websites or guides that I could find to accompany the book.