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43 pages 1 hour read

Joseph Bruchac

Rez Dogs

Fiction | Novel/Book in Verse | Middle Grade | Published in 2021

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Chapters 13-15Chapter Summaries & Analyses

Chapter 13 Summary: “The Assignment”

Malian shares the stories her grandparents told her about enforced sterilization programs for Indigenous women with her eighth grade teacher, Ms. Mendelson. Ms. Mendelson and Malian search for more information on the Internet and find out about a eugenics program set up in the 1930s in Vermont to sterilize “unfit” people, many of whom were Indigenous. This “project” was replicated in Nazi Germany against the Jewish population. Ms. Mendelson shares with Malian that her Jewish grandmother was a Holocaust survivor. Melina thinks about “the way so many things tied in to each other” (161).

In the class Zoom meeting, Ms. Mendelson shares what the final class assessment is going to be, but before she does, she makes a confession. She. recalls a situation she found herself in before the pandemic that weighs on her: On her way to school, Ms. Mendelson got off the city bus a few stops early to walk and enjoy the sunshine. She felt that she was being followed and when she turned, she saw a Black person wearing a hoodie. Frightened, she walked faster and reached for her phone, ready to dial 911. When she couldn’t find her phone, Ms. Mendelson started to run, and the person behind her ran too. Ms. Mendelson slipped, fell, and froze in fear, only to hear a familiar voice say “Teacher? Ms. Mendelson, are you okay?” (165).

She looked up to see an old student of hers holding out her phone that she had dropped on the bus, and a hand to help her up. Ms. Mendelson finishes the story and tells the class: “Even though I thought I wasn’t racist, something in me was still afraid of people with skin color different from mine” (165). She apologizes to the class for not being a better teacher and tells them that the assignment is to share whatever they would like others to know about themselves and their families, that they all need to get to know each other better. Ms. Mendelson asks the class if this is something they would like to do, and they unanimously say yes.

Chapter 14 Summary: “Malian’s Story”

Malian is the last student to present to the class. She listens intently to the other students, learning about their backgrounds and genealogy, connecting with them. When it is Malian’s turn, she must decide what to share—she wants to be honest but not make people feel bad. Malian shares that her mother was taken as a child and adopted out to a white family, and that her grandparents were sent to boarding schools where they were forbidden to speak their language or practice their culture. Malian smiles and says that “no one should feel guilty about the past. Unless they are doing nothing about the present” (175).

Malian hears Malsum come into the house—something he has never done—and feels his paws on her shoulders. With Malsum behind her, Malian tells her class a story: When the Creator decided to make human beings, he made them out of stone, so they would be strong. However, their hearts were hard, so he broke up the stones and scattered them on the ground. The Creator saw the ash tree with deep roots in the land and branches dancing in the wind with other trees, so the next humans were made from ash trees—rooted in the ground with ever growing hearts. Malian says the story is about taking care of our land, each other, and all living things, and not to stand alone like the stone people but to “bend our knees and touch the earth” (178). Malian hears students say “Look at them” (178). When Malian turns, she sees her grandparents kneeling behind her with Malsum bowing down between them. Full of emotion, Malian says goodbye with words from her old Wabanaki language: “Wlimpamkaani, nidobak. Have a good journey, my friends” (179).

Chapter 15 Summary: “Afterwards”

Malian sits with Malsum on her grandparents’ porch, waiting to be picked up by her parents. School ended three weeks ago and lockdown has eased. Malian whispers to Malsum that he can come with her, that her parents have already said he can be their “honored guest.” Malsum pricks up his ears and turns to look deep into Malian’s eyes. She understands and simply says “Oh,” before Malsum nods and runs into the woods.

Grandma appears behind Malian and explains that Malsum’s place is on the rez. She is joined by Grampa, who tells Malian not to worry, Malsum will return when she comes back to visit, “a rez dog knows where it needs to be” (184). While buried in a hug, Grandma Frances adds “After all […] just like us you’re a rez dog too” (184-85).

Chapters 13-15 Analysis

Ms. Mendelson is characterized as both flawed and empathic. She is compassionate, interested in her students’ lives and stories. Through her, Bruchac educates the reader about atrocities that happened to Indigenous communities throughout America, such as the Eugenics Project in Vermont. Ms. Mendelson’s backstory—her Jewish grandmother was a Holocaust survivor—highlights the global prevalence of bigotry, and the cruelty that humans inflict on each other because of different skin color or beliefs. The narrative’s focus zooms out to show that the prejudice experienced by Indigenous Americans in the US is just one of many inequities affecting marginalized populations across the world.

Ms. Mendelson also shows how people are fallible, even the well-meaning ones. Her experience fleeing from a former Black student emphasizes the importance of acknowledging and confronting one’s subconscious racial bias, and to use it as a springboard for growth. Ms. Mendelson’s experience compels her to build her class’s sense of community and to encourage students to share stories about their lives. When people understand other diverse groups in their community, kindness and friendship grows instead of fear and suspicion. In this way, the novel emphasizes The Importance of Unity During a Crisis. During the COVID-19 pandemic, kindness and consideration were essential to help ease fear.

Malian uses the class assignment to explain her heritage and to highlight some of the suffering that Indigenous people endure in the US. She is careful to educate without stoking feelings of guilt in her classmates. She ends with a traditional story of how humans were created to be kind, considerate, and always growing in love and understanding. The story implies that by working together and staying grounded, people can overcome any hardship and thrive.

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