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My Name is Not Easy | Debbie Dahl Edwardson | United States | Ember | 2013 | ISBN:1477816291
Synopsis
My Name Is Not Easy portrays a time and setting in United States history that is seldom examined in school classrooms. Most students associate the period between 1960 and 1965 as years to recall the struggle for Civil Rights in the African-American community, the Vietnam War and college campus protests, and the assassination of a young American president. My Name Is Not Easy opens the reader’s eyes to an equally tumultuous era for the Native people of Alaska. Based on the real life experiences of Eskimo, Indian and white children living above the Arctic Circle, the novel recounts the story of Luke and his two brothers, who are sent to boarding school to continue their education beyond that of their small village. Luke feels protective of his siblings and determines to preserve their Eskimo heritage while taking advantage of the opportunities given to them at Sacred Heart School. Although he meets with prejudice against his culture, the other children Luke encounters at the parochial school challenge his own stereotypes and assumptions. As he grows from a boy to a young man at the school, Luke must face harsh realities in a world over which he has little control, in a time when all across America, political decisions and world events heralded a time of great change and unrest.
This easy-to-read novel is told in several voices. The primary story is Luke’s; however, in some chapters, events are told from the points of view of other important characters. At the school, Luke meets with boys and girls from other Eskimo villages as well as from Indian communities. My Name Is Not Easy can be used to analyze a point of view or cultural experience that is not familiar to most students. At this time in history, the children refer to themselves as Eskimo, Indian or white—there is no mention of Native American people, yet the characters understand that they are the native people and they understand that great wrongs have been and continue to be done to them. As incidents in the characters’ lives are revealed by flashback and parallel retellings, their resiliency and resolve propel them to a satisfying and realistic conclusion.
Rationale for Use in the English Classroom
My Name Is Not Easy portrays a time and setting in United States history that is seldom examined in school classrooms. Most students associate the period between 1960 and 1965 as years to recall the struggle for Civil Rights in the African-American community, the Vietnam War and college campus protests, and the assassination of a young American president. My Name Is Not Easy opens the reader’s eyes to an equally tumultuous era for the Native people of Alaska. Based on the real life experiences of Eskimo, Indian and white children living above the Arctic Circle, the novel recounts the story of Luke and his two brothers, who are sent to boarding school to continue their education beyond that of their small village. Luke feels protective of his siblings and determines to preserve their Eskimo heritage while taking advantage of the opportunities given to them at Sacred Heart School. Although he meets with prejudice against his culture, the other children Luke encounters at the parochial school challenge his own stereotypes and assumptions. As he grows from a boy to a young man at the school, Luke must face harsh realities in a world over which he has little control, in a time when all across America, political decisions and world events heralded a time of great change and unrest.
This easy-to-read novel is told in several voices. The primary story is Luke’s; however, in some chapters, events are told from the points of view of other important characters. At the school, Luke meets with boys and girls from other Eskimo villages as well as from Indian communities. My Name Is Not Easy can be used to analyze a point of view or cultural experience that is not familiar to most students. At this time in history, the children refer to themselves as Eskimo, Indian or white—there is no mention of Native American people, yet the characters understand that they are the native people and they understand that great wrongs have been and continue to be done to them. As incidents in the characters’ lives are revealed by flashback and parallel retellings, their resiliency and resolve propel them to a satisfying and realistic conclusion.
Before/During/After Reading Ideas
Before reading, students will learn about the history of Alaska and the people native to the land. Locate Alaska on a map. Google Earth™ maps and other graphics can aid student understanding in terms of Alaska’s size and distance from the “lower 48.” Pictures of the indigenous people will help dispel stereotypes of “Eskimo” and “Indian” cultures. A study of the geography of Alaska will help students understand the interdependence of the people with the land and animal populations. In the novel there are multiple descriptions of the land itself—the tundra, the ice and the sea—that are so important to the survival of the Native people. In addition, it is important for students to know how vital the animal world is to the indigenous people in both spirituality and for the provision of food.
During reading, direct students to research the real events of the novel, especially the U.S. military’s Cold Weather Research iodine-131 experiments and the Indian Adoption Project. In both of these circumstances, the rights of parents and of individual students were ignored or abused. In Project Chariot, the Native people were threatened by the proposed use of atomic bombs to create an ocean harbor near the Arctic Circle. Have students analyze the author’s purpose for including these actions and other real incidences into the novel. How does the writer use these instances to persuade the reader to be sympathetic to the plight of Luke and the other children?
After reading, compare the effort of the Native people of Alaska to gain their civil rights to those of African Americans at the same time. After researching the topic, develop a website, Powerpoint© presentation, or video project that examines the issues in a chronological approach.
Connections to Other Content Areas
The children of My Name Is Not Easy encounter social injustice, prejudice, racism, discrimination and indifference. Although many United States citizens will have little exposure to the experiences of the Native people during the 1960s, the situations in the novel can easily be compared to those of other disenfranchised groups throughout history. Students reading multicultural literature are exposed to these issues in a more personal manner than simply reading from a history textbook; this exposure can aid in the both understanding of our global community and in the critical thinking necessary to solve problems within it.
In addition to the social studies/history connection, My Name Is Not Easy may be used in conjunction with a cross-curriculum study of Native art and music. One child from the Indian community describes in detail the bead work and design of the Native people and how his mother executes her craft to provide for his family.
Submitted by Kathleen Morris
