When choosing books for my book set on Jewish literature, I wanted to be very open to the books and yet critical of their quality and representation of this group. I was very conscious to pick out some books that told about the Jewish culture, including culinary elements, holidays, and of course their religion. I also wanted to focus on young literature connected to Judaism because my internship next year is in a second grade and in general I am interested in teaching K-3.
After reading all of my books and the literary review of one of my books, I found that although there was a good amount of Jewish books available the quality of the literature was just good, although the young adult literature was much easier to find and had a higher quality. It seemed that there were a good amount of books written by outsiders and many lacking accuracy in their depiction of Jewish people and their religion, so it made it a little more difficult to find insider authors.
While reflecting on this book set I realized that a majority of the books also were not about a Jewish person in everyday life but concentrated specifically on how they were different or specifically on their religion. Many of the books strongly emphasized the introducing of the customs that link to being Jewish or the religious aspects of Judaism. “The Truth about My Bat Mitzvah” was the only book where I felt that the book highlighted Judaism and a Jewish character in there everyday life, as well as doing it with great sensitivity and in a relatable way for any reader. Another general observation I made was that all of the books came with a glossary. This was very interesting to me because it highlighted that all of the authors used Hebrew and Yiddish words in their texts, which are not familiar to all readers.
Overall I was very interested in all of my books. I was particularly interested in learning about the Jewish custom and traditions. In fact this year I spent Passover Sedar with my best friend’s family so I was able to experience all of the activities and customs explained in the texts. I made my own Matzo ball soup, listened to the story of Passover in Hebrew, and ate many of the Jewish culinary delicacies. I feel like I have a greater understanding of the Jewish culture and better inept to critique Jewish literature, based on quality and authenticity.
Tuesday, April 22, 2008
"The Matzo Ball Boy"
This book helps a reader to explore an imaginative event that happens to a Bubbe, or a Jewish grandma as she prepares for Passover Sedar. The story discusses one of the most important Jewish holidays Passover very generally by bringing in a key food made for the dinner, matzo ball soup. To keep herself from sadness Bubbe makes herself a Matzo Ball Boy in her soup but magically he comes to life and runs away. The Matzo Ball Boy’s adventures are many before he meets a man who offers him his home to sleep and to share Passover Sedar with him and his wife. Without trying to give it away, the Matzo Ball Boy does not make it to dinner, but he is an integral part to the dinner.
As far as this book being considered a quality piece of literature I would say that it is a good book to share with children, but it does have some weaknesses to consider. The first weakness was literary, the author randomly placed in Yiddish words, for example “yenta” which is described as a “gossip” but actually means match maker or “Oy” which is used as a term to get attention but really is meant to be used as “Oh my gosh.” At some points in the text it feels as though the Yiddish words are not necessary to the story or may be inappropriately used. Another literary weakness is the ending to this story. The story remotely relates to The Gingerbread Man, the problem with this is that in the end the Matzo Ball Boy is eaten by the Jewish man and wife, who take him in. Although the boy is food it seems like a bad cultural message to send to children, Jewish adults eating a little boy. Overall, I would rate this book as being a fun piece of literature that incorporates some of the culinary customs of the Jewish people during Passover Sedar.
Citation:
Shulman, Lisa. The Matzo Ball Boy:. Dutton Juvenile, 2005.
As far as this book being considered a quality piece of literature I would say that it is a good book to share with children, but it does have some weaknesses to consider. The first weakness was literary, the author randomly placed in Yiddish words, for example “yenta” which is described as a “gossip” but actually means match maker or “Oy” which is used as a term to get attention but really is meant to be used as “Oh my gosh.” At some points in the text it feels as though the Yiddish words are not necessary to the story or may be inappropriately used. Another literary weakness is the ending to this story. The story remotely relates to The Gingerbread Man, the problem with this is that in the end the Matzo Ball Boy is eaten by the Jewish man and wife, who take him in. Although the boy is food it seems like a bad cultural message to send to children, Jewish adults eating a little boy. Overall, I would rate this book as being a fun piece of literature that incorporates some of the culinary customs of the Jewish people during Passover Sedar.
Citation:
Shulman, Lisa. The Matzo Ball Boy:. Dutton Juvenile, 2005.
"Eight Candles to Light"
This story is specifically a book to introduce the Jewish festival of Hanukah or Chanukah as said by Jewish people. A family of five walks the reader through the rituals that Jewish families go through during the lighting of the “eight candles” of Hanukah, as well as tying in some of the culinary traditions Jewish families take part in. Some of the activities that are introduced are games with the dreidel, the story of Judah Maccabee, songs, and the lighting of the candles. At the end of the text there is a more informational and serious explanation of “The Story of Chanukah.”
This book is a great introductory text that is accurately portrays the culture and celebration of Hanukah in an authentic manner. Although, because the book is such a simple version of the Hanukah story it’s literary quality is not very high. You would only use this text with very young children who needed the simplest version of this Jewish festival.
Citation:
Zucker, Jonny. Eight Candles to Light. Barron's Educational Series, Incorporated, 2002.
This book is a great introductory text that is accurately portrays the culture and celebration of Hanukah in an authentic manner. Although, because the book is such a simple version of the Hanukah story it’s literary quality is not very high. You would only use this text with very young children who needed the simplest version of this Jewish festival.
Citation:
Zucker, Jonny. Eight Candles to Light. Barron's Educational Series, Incorporated, 2002.
"When Zaydeh Danced on Eldridge Street"
This book gives a reader insight into a Jewish family in the 1930’s during the week of Passover. A little girl named Zessie, is not excited about going to her grandparent’s house for Passover because her grandfather is very strict about the holiday’s rituals. But one day he asks Zessie to join him to go at Shul for Simchas Torah, and her experience and relationship with her grandfather is changed forever. Her grandfather shares with her some of the most precious customs connected to their religion, such as the bimah which holds the Torah and the Hebrew letters holding “ancient sacred secrets.” Zessie’s interest in her religion over joys her grandfather and enriches their relationship.
The title of this book alone allows the reader to know it is going to be based on Judaism. Eldridge street is the home of the most well known synagogues in the US, and is rich in Jewish heritage. This story is full of great descriptions and pictures that allow its readers to have insight into Passover Sedar, Simchas Torah, and the event at Shul. This book is a great quality when evaluating based on its cultural depiction and authenticity of Judaism and a Jewish family in the 1930’s. However, this book does have unauthentic pictures. The most important incorrect visual depiction is the Torah in this book; there are multiple pictures that show the Jewish people carrying around the Torah. The Torah is not carried around outside of the synagogue (and sometimes not even inside), but within the pictures Zessie’s grandfather is shown dancing with it, carrying it in the streets and on top of a building with it. Overall I would say that this text is a great book to have for young Jewish children to read as a window.
Citation:
Rael, Elsa O. When Zaydeh Danced on Eldridge Street. New York: Simon and Schuster, 1997.
The title of this book alone allows the reader to know it is going to be based on Judaism. Eldridge street is the home of the most well known synagogues in the US, and is rich in Jewish heritage. This story is full of great descriptions and pictures that allow its readers to have insight into Passover Sedar, Simchas Torah, and the event at Shul. This book is a great quality when evaluating based on its cultural depiction and authenticity of Judaism and a Jewish family in the 1930’s. However, this book does have unauthentic pictures. The most important incorrect visual depiction is the Torah in this book; there are multiple pictures that show the Jewish people carrying around the Torah. The Torah is not carried around outside of the synagogue (and sometimes not even inside), but within the pictures Zessie’s grandfather is shown dancing with it, carrying it in the streets and on top of a building with it. Overall I would say that this text is a great book to have for young Jewish children to read as a window.
Citation:
Rael, Elsa O. When Zaydeh Danced on Eldridge Street. New York: Simon and Schuster, 1997.
Critical Review of "The Truth about My Bat Mitzvah"
Right away the author of this critical review says that Baskin sticks to “writing what she knows.” It discusses how Baskin’s book is actually based from her personal experience as a child as well as her experience of working with children from, what the author calls, “mixed-religion families.” I found this very interesting that the author is in essence the main character, Caroline, from the story. This insight explains how much of an insider Baskin is not only to Judaism but also to this “claiming new heritage” experience highlighted in the story.
The author of this article highlights the importance of literature like this one because of its emphasis on the fact that children do not have to be Bar or Bat Mitzvah in order to be Jewish. Although, Baskin does want to send the message that having a Bar or Bat Mitzvah is an extremely moving experience for a Jewish child.
The article discusses the fact that Baskin never felt like she was Jewish enough or felt comfortable claiming herself as Jewish because she never had a Bat Mitzvah or spoke Hebrew. Her book is trying to send the message to all its readers to be comfortable in their “Jewish-ness.” The main character Caroline sends a last message of confidence in her “Jewish-ness” when she has an epiphany that her mother was Jewish and she is already twelve so technically she is already Jewish, without having a Bat Mitzvah. I believe that this main character will help young adult readers to understand that they should be proud of who they are and to claim it loudly and proudly!
Citation:
Mindel, Cindy. "Spotlight on…Nora Baskin." Jewish Ledger. 2 Apr. 2008. 21 Apr. 2008.
The author of this article highlights the importance of literature like this one because of its emphasis on the fact that children do not have to be Bar or Bat Mitzvah in order to be Jewish. Although, Baskin does want to send the message that having a Bar or Bat Mitzvah is an extremely moving experience for a Jewish child.
The article discusses the fact that Baskin never felt like she was Jewish enough or felt comfortable claiming herself as Jewish because she never had a Bat Mitzvah or spoke Hebrew. Her book is trying to send the message to all its readers to be comfortable in their “Jewish-ness.” The main character Caroline sends a last message of confidence in her “Jewish-ness” when she has an epiphany that her mother was Jewish and she is already twelve so technically she is already Jewish, without having a Bat Mitzvah. I believe that this main character will help young adult readers to understand that they should be proud of who they are and to claim it loudly and proudly!
Citation:
Mindel, Cindy. "Spotlight on…Nora Baskin." Jewish Ledger. 2 Apr. 2008. 21 Apr. 2008
"The Truth about My Bat Mitzvah"
This book was particularly interesting to me because it seems to mirror some of my own life. My father is extremely Christian, while my mother has faith in god but does not attend church with the rest of my family. Just last year I learned that my grandfather was Jewish. Just as Caroline felt, I felt as though I was missing out on a large part of my heritage.
As the reader looks from the outside into Caroline’s search to find if she should appease her father or take to her new found religion. Near the end of the story Caroline commits to her Jewish heritage by getting her school photo taken with her star of david necklace, that was her grandmother’s. This was her way of claiming her mother and her religion as her own. When she said she was Jewish out loud she found herself having something in common with her crush Ryan. The very end of the story is Caroline at her best friend Rachel’s Bat Mitzvah, where the girls realize Caroline doesn’t need the party to make her Jewish, she just has to turn 12 and be her mother’s daughter, which she ALREADY IS!
This positive discovery story is a great cultural example of anyone’s introduction to or travel through Judaism. The book discusses Judaism with much compassion and accuracy. I would say that this book would be of better literary quality than our “discovery of Judaism” book, “The Confessions of a Closet Catholic.” I feel that this book is a stronger story to introduce adolescents and adults to Judaism.
Citation:Baskin, Nora R. The Truth About My Bat Mitzvah. New York: Simon and Schuster Books, 2008.
As the reader looks from the outside into Caroline’s search to find if she should appease her father or take to her new found religion. Near the end of the story Caroline commits to her Jewish heritage by getting her school photo taken with her star of david necklace, that was her grandmother’s. This was her way of claiming her mother and her religion as her own. When she said she was Jewish out loud she found herself having something in common with her crush Ryan. The very end of the story is Caroline at her best friend Rachel’s Bat Mitzvah, where the girls realize Caroline doesn’t need the party to make her Jewish, she just has to turn 12 and be her mother’s daughter, which she ALREADY IS!
This positive discovery story is a great cultural example of anyone’s introduction to or travel through Judaism. The book discusses Judaism with much compassion and accuracy. I would say that this book would be of better literary quality than our “discovery of Judaism” book, “The Confessions of a Closet Catholic.” I feel that this book is a stronger story to introduce adolescents and adults to Judaism.
Citation:Baskin, Nora R. The Truth About My Bat Mitzvah. New York: Simon and Schuster Books, 2008.
Final Reflection
Today I was reflecting on our class and my growth and understanding of so many more cultures than my own now. As I was reflecting I realized that in particular a few of the texts really sparked an interest in me to find out more about their lives, culturally or religiously. I was specifically moved by “Boy Meets Boy,” “Becoming Naomi Leon,” and the Jewish culture. I feel as though being exposed to these texts helped me to better my view of these people, by seeing similarities and differences. I also feel that the books and our discussions gave me a better understanding of criteria to use when assessing if a book is a quality piece of literature, as well as an accurate depiction of the culture.
“Becoming Naomi Leon” was a very nice text. I had read a piece by this author before and found it to be extremely moving. This book was particularly interesting to me, especially when the family was in Mexico. I found myself very interested in the customs that the family became familiar with. I also really enjoyed that the book contained a unique family, meaning with a grandmother and her grandchildren. I like to see texts that don’t always portray the ideal “American family” or a mother and father and their children all happy and together.
I did happen to like our example of Jewish literature, “Confessions of a Closet Catholic” however I thought that one of the books from my book set, for my final project would be a better example of Judaism, the Jewish culture, and values. My book was about a girl that finds out her mother was Jewish, making her Jewish, even though she has grown up Christian. I feel that it would be better for the students of 448 to read a text that is about a girl finding her heritage and desiring to be Jewish right away rather than a book about a girl that finally accepts her Jewish heritage.
“Boy Meets Boy” was the book I enjoyed the most, which is interesting because I expected to relate to it the least. Truly I related to it the most, I felt as though the story was a very relatable high school romantic relationship that was simple and passionate. I has previously read GLBTQ texts like “And Tango Makes Three” but never any books that directly addressed a relationship, I was pleasantly surprised that I enjoyed the book so much. I say that only because I grew up in a very conservative Christian home and did not open myself up to accepting GLBTQ people until high school. I want to be an open teacher so I am working to include all people in my classroom library because I am hoping that my students will be very worldly.
In summary, I feel that this class has really helped me become more interested in searching for the best diverse literature instead of brining in any book that may portray a different culture. As we have seen in this class not all books that can be considered diverse should be considered quality literature. I am much more confident that I can assess books in hopes to incorporate quality diverse literature into my classroom!
“Becoming Naomi Leon” was a very nice text. I had read a piece by this author before and found it to be extremely moving. This book was particularly interesting to me, especially when the family was in Mexico. I found myself very interested in the customs that the family became familiar with. I also really enjoyed that the book contained a unique family, meaning with a grandmother and her grandchildren. I like to see texts that don’t always portray the ideal “American family” or a mother and father and their children all happy and together.
I did happen to like our example of Jewish literature, “Confessions of a Closet Catholic” however I thought that one of the books from my book set, for my final project would be a better example of Judaism, the Jewish culture, and values. My book was about a girl that finds out her mother was Jewish, making her Jewish, even though she has grown up Christian. I feel that it would be better for the students of 448 to read a text that is about a girl finding her heritage and desiring to be Jewish right away rather than a book about a girl that finally accepts her Jewish heritage.
“Boy Meets Boy” was the book I enjoyed the most, which is interesting because I expected to relate to it the least. Truly I related to it the most, I felt as though the story was a very relatable high school romantic relationship that was simple and passionate. I has previously read GLBTQ texts like “And Tango Makes Three” but never any books that directly addressed a relationship, I was pleasantly surprised that I enjoyed the book so much. I say that only because I grew up in a very conservative Christian home and did not open myself up to accepting GLBTQ people until high school. I want to be an open teacher so I am working to include all people in my classroom library because I am hoping that my students will be very worldly.
In summary, I feel that this class has really helped me become more interested in searching for the best diverse literature instead of brining in any book that may portray a different culture. As we have seen in this class not all books that can be considered diverse should be considered quality literature. I am much more confident that I can assess books in hopes to incorporate quality diverse literature into my classroom!
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