Title: Flowers from Mariko
Author: Rick Noguchi & Deneen Jenks
Publisher: Lee & Low Books, Inc.
Genre: Picture Book/Fiction
Number of Pages: 28
Location of Book: Found via http://www.cynthialeitichsmith.com/lit_resources/diversity/asian_am/japanese_am/nihon_WWII.html
Reading Level:
Award: Booklist, Bulletin of the Center of Children's Books, Multicultural Review, Publisher's Weekly
Summary: Flowers from Mariko is about a Japanese-American family's transition back into society after being detained in an internment camp for a few years during World War II. The story shows a struggle of a girl named Mariko, her father, once a gardener before their detainment, and the rest of Mariko's family. When the family is given back their rights to return to their homes, Mariko's father finds his gardening business in ruins. Many people were treating the Japanese with disdain and hatred, causing Mariko's father not to be able to find a job. One day Mariko's dad finds some flowers and tells his daughter to plant them. Mariko tends to the blossoms until they grow full. These new flowers give Mariko's father hope, until he eventually finds a job; getting his family back on their feet. This story shows the struggle of the Japanese-Americans after their own country performed an act of indecency against them.
Personal Connection: This story, Flowers from Mariko, is an excellent example of the struggle that the Japanese-Americans felt after their return to society following World War II. The authors detail how rude Americans were to their fellow citizens. One of the most powerful quotes of the story was when Mariko says, "Just because I look like the enemy doesn't mean I am (Noguchi et. al.,2001, p.3)." This statement shows that many people felt that because the Japanese were one of the factors that lead the United States into World War II, all Japanese, including those who were U.S. born citizens, were out to end the United States. This fear that was harvested by many in America during World War II, directly resembles the type of terror many Americans harbored towards Muslims after September 11th. I think it is amazing how we as a society talk about learning about history so that it does not repeat itself, yet we always seem to revert back to old habits despite our good advice.
Classroom Usage: Flowers from Mariko is a perfect story for a read-aloud in a middle school classroom. Many students have never been introduced to the idea of Japanese Internment Camps before the 8th grade year. Reading Flowers from Mariko would be an excellent way to establish some background knowledge for students in terms of this time period. Students would be able to start to make some connections about parts of history that had previously not been taught to them. An excellent follow up to this story would be to have the students read, as a Literature Circle, "Camp Harmony" by Monica Sone. This great short piece of literature would allow students to gain further knowledge about how the Japanese were treated inside of the camps during their detainment. Flowers by Mariko would be the perfect introductory book do to its simplistic language, while "Camp Harmony" would be an excellent follow up as it enables students to read on grade level; both giving students the opportunity to expand their idea of "What is a holocaust?"
Author: Rick Noguchi & Deneen Jenks
Publisher: Lee & Low Books, Inc.
Genre: Picture Book/Fiction
Number of Pages: 28
Location of Book: Found via http://www.cynthialeitichsmith.com/lit_resources/diversity/asian_am/japanese_am/nihon_WWII.html
Reading Level:
Award: Booklist, Bulletin of the Center of Children's Books, Multicultural Review, Publisher's Weekly
Summary: Flowers from Mariko is about a Japanese-American family's transition back into society after being detained in an internment camp for a few years during World War II. The story shows a struggle of a girl named Mariko, her father, once a gardener before their detainment, and the rest of Mariko's family. When the family is given back their rights to return to their homes, Mariko's father finds his gardening business in ruins. Many people were treating the Japanese with disdain and hatred, causing Mariko's father not to be able to find a job. One day Mariko's dad finds some flowers and tells his daughter to plant them. Mariko tends to the blossoms until they grow full. These new flowers give Mariko's father hope, until he eventually finds a job; getting his family back on their feet. This story shows the struggle of the Japanese-Americans after their own country performed an act of indecency against them.
Personal Connection: This story, Flowers from Mariko, is an excellent example of the struggle that the Japanese-Americans felt after their return to society following World War II. The authors detail how rude Americans were to their fellow citizens. One of the most powerful quotes of the story was when Mariko says, "Just because I look like the enemy doesn't mean I am (Noguchi et. al.,2001, p.3)." This statement shows that many people felt that because the Japanese were one of the factors that lead the United States into World War II, all Japanese, including those who were U.S. born citizens, were out to end the United States. This fear that was harvested by many in America during World War II, directly resembles the type of terror many Americans harbored towards Muslims after September 11th. I think it is amazing how we as a society talk about learning about history so that it does not repeat itself, yet we always seem to revert back to old habits despite our good advice.
Classroom Usage: Flowers from Mariko is a perfect story for a read-aloud in a middle school classroom. Many students have never been introduced to the idea of Japanese Internment Camps before the 8th grade year. Reading Flowers from Mariko would be an excellent way to establish some background knowledge for students in terms of this time period. Students would be able to start to make some connections about parts of history that had previously not been taught to them. An excellent follow up to this story would be to have the students read, as a Literature Circle, "Camp Harmony" by Monica Sone. This great short piece of literature would allow students to gain further knowledge about how the Japanese were treated inside of the camps during their detainment. Flowers by Mariko would be the perfect introductory book do to its simplistic language, while "Camp Harmony" would be an excellent follow up as it enables students to read on grade level; both giving students the opportunity to expand their idea of "What is a holocaust?"
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