The Game of Silence by Louise Erdrich

1. BIBLIOGRAPHY
Erdrich, L. (2005). The game of Silence. New York: HarperCollins. ISBN 9780786232123

2. PLOT SUMMARY
In 1850 on Madeline Island on Lake Superior lived a young Native American Omakayas or Little Frog because her first step was a hop. She belonged to the Ojibwe tribe who were going to be forced off their native lands by the United States government so white settlers could live there. Omakayas shares her feelings for her mother, brother, relatives and friends showing respect and loyalty to the ways of her tribe. The Game of Silence is the title of the book but it is really the way the tribe allows the younger children to be part of the elders’ group when they are discussing serious issues that the tribe faces. It also teaches them to be silent when they must travel through dangerous settings. Omakayas and other young children have chores they must do according to their gender. Omakayas is also considered a healer in training. She learns from her elders which plants are used to cure common ailments. Girls are supposed to help with the meals, tanning of hides, making clothes, and keeping the hut and communal clean. Boys are encouraged to perfect their hunting and warrior skills and make weapons. When a couple of men from the scouting group return with word that the tribe has to leave their tribal grounds, Omakayas helps ready for their new life. The book is rich in history and is a compelling read.

CRITICAL ANALYSIS
This historical fiction book continues the story of Omakayas that begun in The Birchbark House which was nominated for the National Book Award for Young People’s Literature. The Game of Silence received the most prestigious award the Scott O'Dell Award for Historical Fiction 2006 and many other awards and recognition. A glossary of native words, pronunciation and their meanings were given at the end of the book. Maps and sketches are interspersed throughout the book giving the reader a glimpse of what the people and places looked like. The interest level and reading level are recommended for grades 6-8 however, orally reading this book to younger students will give them a rich background of one Native American tribe’s life.
4. REVIEW EXCERPT(S)
Kirkus (Kirkus Reviews, May 1, 2005 (Vol. 73, No. 9)) Eager readers beguiled by her sturdy and engaging person will scarcely notice that they have absorbed great draughts of Ojibwe culture, habits and language. It's hard not to weep when white settlers drive the Ojibwe west, and hard not to hope for what comes next for this radiant nine-year-old.

Joe Sutliff Sanders (VOYA, August 2005 (Vol. 28, No. 3)) The themes are not only more profound, but the episodic structure of the previous novel is also much exceeded by the interweaving plot threads of young love, sibling rivalry, and frustration with gender roles. The threat that the federal government poses to the community is more than just a framing device; it penetrates all the other concerns of the novel, drawing them tightly together.
Awards, Honors, Prizes:
Great Lakes Great Books Award, 2006 Finalist United States
Scott O'Dell Award for Historical Fiction, 2006 Winner United

5. CONNECTIONS
• Role playing the different characters and retelling the story will give students insight into the community of Native Americans.
• Have students create a list and reasons for taking specific items in a single canoe that would help them live and sustain a life living in the wilderness. Compare it to homeless people living on the streets. What items would a homeless person need to survive on the streets?
• Use the glossary at the back of the book to create meaningful sentences for conversing with people from the Ojibwe tribe.
• Research tobacco and find out where it grew in the US and what significance it has throughout the novel. How did the Native Americans get it and why did they use it for giving thanks?
• While reading the novel make a list of foods the Ojibwe tribe ate. Then have a feast using only those foods.
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