HOW CHIPMUNK GOT HIS STRIPES by Joseph Bruchac and James Bruchac

1.    BIBLIOGRAPHY

Bruchac, Joseph and James . 2001. HOW CHIPMUNK GOT HIS STRIPES.  Ill. By Jose Aruego and Ariane Dewey. New York, NY: Puffin Books. ISBN 0142500216

2.    PLOT  SUMMARY

World renowned father and son duo retells a pour quoi Native American folktale which focuses on the moral issues of bragging and teasing. Bear likes to brag that he can do anything. Brown Squirrel doesn’t believe him and challenges Bear to keep the sun from rising. The two wait, along with forest friends,  all night and see if the sun will rise. Of course, the sun does indeed rise and Brown Squirrel is so happy to prove Bear wrong that he teases Bear. Angry Bear, not liking the taunting, puts his clawed paw on Brown Squirrel to hold him down. When Brown Squirrel begs to be allowed to breath, Bear drags his claws down Brown Squirrels back. The claw mark becomes a permanent reminder of his bad behavior, therefore, Brown Squirrel becomes known as Chipmunk.

3.    CRITICAL ANALYSIS

A traditional Native American folktale is charmingly retold by a father and son duo, Joseph and James Bruchac. A moralistic story that teaches that bragging and teasing are not desirable characteristics. The story is written so that one understands the feelings of both Bear and Brown Squirrel and gain an easy understanding of how each feels when being threatened. The writing, simple and direct, gets the point across and the moral reperucussions of not following societal norms.

I was expecting more Native American style depictions with this tale, but was surprised by a more cartoon like illustration. The large vibrant watercolor illustrations fit the story very well.  Expressions and feelings are easily recognizable which adds to the overall story. Oversized, to dominate the pages, they draw in the readers attention.

4.    REVIEWS

SCHOOL LIBRARY review: In their introductory authors' notes, the Bruchacs indicate that the story is an amalgam of tales they have heard from Cherokee, Abenaki, and Mohawk sources, and has further been fleshed out through their own telling over the years. The result is polished, cohesive, and energetic. A priority purchase for most collections.

PUBLISHERS WEEKLY review: The dialogue is effective and invites audience participation--especially the repeated phrases with sound effects, as when the quarrelsome pair sit side by side all night chanting: "The sun will not come up, hummph!" and "The sun is going to rise, oooh!"

5.    CONNECTIONS

Author websites with additional informationon Native American Folktales and storytellers.
http://www.jamesbruchac.com/pages/bio/adult-oriented-biography.php
http://www.josephbruchac.com/

In the classroom, students could develop their own folktales of how things came to be.  Examples could include; Why the Giraffe has a long     neck, Why dogs turn around and around before laying down, How kissing was started, etc.

Have Students read and act out folktales from various Native American cultures.