Nbgs Project - TL 307

RUNNING HEAD: NOTABLE BOOKS FOR GLOBAL SOCIETY PROJECT
Notable Books for Global Society Project
Jeanette Netzel and Nancy Ortiz
Washington State University
Dr. Barbara Ward

Introduction:
Today’s classrooms are becoming more culturally diverse every day. Students come into
classrooms all across America that are from different cultural backgrounds, religions and values.
As future teachers, it is essential that we try to actively become aware of all backgrounds that our
future students may come from. Through using multicultural literature, we can learn important
lessons from the rich content that only a wide variety of books can offer to ourselves and to our
students. Students can experience another culture from its main character's perspective while
reading a multicultural book. Both students and teachers can reflect on books that have insight on
many cultures that surround us in the classroom. Through the Notable Books for Global Society
project, eight books were analyzed to see the importance of different cultures and for teachers to
become aware of the different background that students identify themselves as. The books
chosen vary from different cultures and groups which will essentially be read in a classroom to
acquire knowledge by the teacher and student.
Purpose:
The primary reason why the Notable Books for Global Society project is important to
complete is because our students are entering the classroom with a wide variety of backgrounds.
In other words, our students have a multicultural background. Generally classrooms are filled
with teachers who happen to be white females, this means that generally our profession is
monocultural. As future teachers we must work to bring the gap in our own understanding about
different cultures. We must learn to think diverse because our students come from diverse
backgrounds and communities. As future teachers of America, it is extremely important that as
teachers we have a connection with our student and are actively trying to be able to understand
the background that our students are coming from. Due to this, it is necessary that we are aware
of our students backgrounds and to try to incorporate them into the classroom. Classrooms in the
1950’s were not the same culturally as they are now. Therefore we should not be using the same
teaching methods used then for students now. We need to create a safe environment for all
students, and one way to achieve this is through using books as a way to introduce hard to talk
about topics or topics that are foreign to students. All in all, this project has given us a small
insight on the different cultures and groups that we will soon have in our classroom. Through the
Notable Books for Global Society, we are able to learn and analyze the different types of
multicultural literature and decide how we will incorporate them into our classrooms in the near
future.
Definition:
Global and multicultural literature had never been introduced to us growing up. The
previous school that was attended, never focused on that aspect. One of us had attended a school
that was predominately 85% hispanic and 15% Caucasian. There is no memory of a teacher
introducing and literature that made any student culturally aware or brought books about other
cultures. Sadly, it was never a thing. Therefore, there is little to no known definition of what
global or multicultural literature was. That was the instances that were in school who had never
introduced us global and multicultural literature.
Previously to this taking this course, the thought of multicultural and global literature was
books that educated people people about their culture, food and religion. The multicultural and
global literature definition that we had was very vague. We had thought that it dealt with the
basics of their culture which were holidays, foods, values and religions. We were both poorly
educated on what the definition of global and multicultural literature was. However, we both
now know that there is much more to learn besides the food, holidays, values and religion. It is
more than the ideas listed. There is an insight that is seen through reading. The literature is very
rich in content that the reader or listener is able to relate to the character. It is more than just
multicultural books. There are books that have inclusivity such as writing about the LGBTQA+
community. Global literature is not only about the cultures and traditions; but, it involves many
different views of sexual orientations. Through words in a book, the text is so rich that it
educates many people and gives the reader an insight of the daily lives of the characters. We are
able experience the lives that the main characters live in; whether it deals with machismo, sexual
orientations, the color of skin, or the fights characters did in order to be respected. The novels
and picture books have many lessons that can be taught. The most important one from global and
multicultural literature is that there is more than the world we live in; there are many worlds out
there that we do not imagine of. It is essential that we become at least slightly aware of what our
future students will relate to or the background that they come from.
Steps Taken:
The books that were chosen for this project were ones that we had previously read in
class. Reading books the first time gave the reader the necessity of wanting to know the required
facts of the story. This is known as unengaged reading and that was may have happened the first
time around. (Jacobs, J., & Tunnell, M., 2012, 5). However, we decided to reread the books.
This time around, we read them because we wanted to be engaged in the books and fully
understand the elements of the books(Jacobs, J., & Tunnell, M., 2012, 3). We wanted to take our
time analyzing the books to understand the importance, theme and lesson that we took from the
story. This time around after we read the stories again, we were able to notice the hidden
themes, make connections to the characters, and find the material that we needed for this book
hidden in the pictures and the text. We wanted to learn more in depth the theme and message
from the books. Reading the books a second time around helped feed us the information that we
missed the first time around. Going over a book a twice, made it easier to understand the why of
how these books are part of the Notable Books for Global Society.
The books we wanted were found in Owen library making it easier for us to access them.
We had visited the site for the Notable Books for Global Society and we had chosen books that
were available at the library. Many of the books were easy to find making it easier for us to read
them early and start on the project. We were able to gather a variety of books that dealt with
different cultures and sexaul orientations. We knew, that we had to have George by Alex Gino in
the eight books because it talks about sexual orientations, which is a topic that is now more
socially acceptable. Going into this career, we also knew that students will come from all
different parts of the world with different cultures and we wanted to have a small glimpse of the
many cultures in the world. Therefore, our books range from sexual orientation, Chinese,
Mexican-American, Chinese-African-Cuban and different physical disabilities. Through eight
different pieces of literature, there are different areas that we learned about and how they can be
applied in classrooms.
Books:
Separate is Never Equal. Sylvia Mendez and her family’s fight for desegregation. (Award
Winner) By Duncan Tonatiuh
Separate is Never Equal, by Duncan Tonatiuh, is our award winner because of the rich
context and the educational highlights that it contains. This book is based on true events about
Sylvia Mendez and how her family fought so that Mexican-American students can have the same
and equal rights as any other child and to attend any school of their choice. The story takes place
in Westminster, California in 1944. At the start of the book, Sylvia enters her new school and
some other white children attending telling her to go back to the Mexican school. At this point a
flashback takes place. Three years ago, her father started a petition to have the Mexican-
American children attend schools that were not segregated. After a long fight, the case became a
lawsuit and was taken to court, where the ruling favored the Mendez’ side. The ruling became a
law that each child has the equal right to an education. After the flashback concludes, Sylvia and
her mother have a discussion on why it is important for her to keep attending to school: stressing
the importance of the legal fight that her parents faced in order for all Mexican- American
students to have equal rights in regard to education.
This book exhibits the ideas of how Mexican-American students faced segregation and
conflicts in school, just like African American students, but less well known. It is important to
incorporate this type of literature in class because the case of Mexican-Americans fighting for
equal education rights is not well known today. These students faced many conflicts in the
education setting, like not fitting in class, and being different based on the appearance. There
were no weaknesses in this book, making it our award winner book for the Notable Books for
Global Society. All in all, this book is full of hope that demonstrates how courage and
perseverance have gotten people to make great movements in society.
Part I:
Honor and celebrate diversity as well as common bonds in humanity:
Separate is Never Equal, honors the diversity and bonds that brings humanity back.
Tonatiuh brings back true life events into a book that demonstrates the different ways that
humans have made bonds through the past decades. This picture book, tells the story of Sylvia
Mendez and her family fighting for all Mexican-American children to have equal rights in
education. The bond that all families and children are looking for is equal rights in education.
Sylvia’s parents, herself and many other parents wanted their children to have the privilege of
having their children attend the same school as white children. The fight that everyone put up so
that every child in America got a fair education was a great movement in America.
Sylvia Mendez and her family have celebrated their diversity through this book. This story is not
well known. However, with this book, it celebrates the accomplishments that were made in the
1940s. Sylvia Mendez, received the President’s Medal of Freedom back in 2011 because of civil
rights movements that she has made (Tonatiuh, 2014, pg. 37). This accomplishment is celebrated
because it has broken many barriers that many different cultures have fought in order to make
great movements in society. Humanity is a bond that many people have and needs to be
celebrated by many diverse cultures. This book is not just about Mexican-Americans. The fight
that Sylvia Mendez and her family have done was for the better of ALL children who need to
have equal rights in education. The educational fight that was made was for all of the diverse
cultures that we have today and has now has changed the educational system we are in today.
Portray cultural accuracy and authenticity of characters in terms of (a) physical

characteristics, (b) intellectual abilities and problem solving capabilities, (c) leadership and
cooperative dimensions, and (d) social and economic status:
Author and illustrator David Tonatiuh, did a phenomenal work with the illustrations.
There were many sections on the book that had real life texture to the illustration. By having the
real life texture on the illustrations, they made the illustrations feel more realistic. The accuracy
of the illustrations were right on point. One of the pages illustrated human characteristics such as
hair, clothing and shoes (Tonatiuh, 2014, pg. 14). With the illustrator giving it so much thought
into how he wanted the book to look like, he was able to bring the pictures to life.
The authenticity and accuracy of the illustrations was seen all throughout the book. The colors he
used were very human like. On page 15, Sylvia and her brothers were eating sandwiches on the
“Mexican” school, and in the background, there were two cows and next to one of the cows there
was cow feces (Tonatiuh, 2014). This illustration on this book reveals the accuracy and
authenticity of what Sylvia and her siblings experienced in real life. It is very hard to see
graphics like these. However, the illustrator was able to make it presentable and easy for younger
readers to visualize and understand. The illustrations from the book are vibrant and rich in
texture that it made it easy for the reader to follow along with the text. The illustrations used
real-life textures from materials that were used in the book.
Based on the intellectual abilities and problem solving capabilities, this real life story
took their conflicts straight to court. Sylvia's father was not at all pleased with the idea that his
children, based on their appearance, the children were not able to attend the school that was very
close to home. The segregation that the family experienced was very horrifying. On page 8 of the
book, the conflict arises when the school secretary of Westminster school does not allow Sylvia
and her brothers to register at school because of their appearance. Westminster was a white
school were the majority of the students were white. Sylvia and her brothers had brown skin and
saw this as an issue on why they were not going to be enrolled. After seeing how unfair this
situation was, Sylvia’s father went around to petition and advocate around the community. Many
families were afraid to voice their opinion or speak for what was right because the majority of
them worked for White families on their farms. Although Sylvia’s father was alone for a while
petitioning for the equal rights of education, his persistence and perseverance went very far.
After he hired a lawyer, the case was brought to court on March 2, 1945. The trial lasted only
five days and after a year the judge had a made a final decision: Sylvia’s family had won the
trial. On page 30, it stated, “public education must be open to all children by unified school
association regardless of lineage.” (Tonatiuh, 2014). The fight for equal education was solved in
a very civil way that turned the conflict into a social movement to have equal education rights.
The importance of the book Separate is Never Equal, has shaped the education system even till
this day. This court hearing may not be well known; however, the movements that followed has
changed and impacted the public education today.
The social and economic status that was portrayed in the book was a different status than
what the norm was. Sylvia’s family had moved to Westminster because Sylvia’s father was
going to be a farm owner for the asparagus, chilies and tomatoes. Sylvia’s family had a farm
business which was something that was not seen among Mexican-Americans. Both parents of
Sylvia knew how to speak, write and understand the English Language. However, based on the
color of their skin, people made different assumptions about them. One of the social statuses that
was generalized about the Mendez family was on page 26, “They need to learn cleanliness of
mind, manner, and dress. They are not learning that at home. They have problems with lice,
impetigo, and tuberculosis. They have generally dirty hands, face, neck, and ears.” (Tonatiuh,
2014). The descriptions and assumptions that were said about the Mexican-American
children/students was not true. It was heartbreaking to see that the superintendent of the
Westminster school district expressed his thoughts about students in this manner. The accuracy
of the real comments that were said in the courtroom gave the story authenticity.
All in all, the authenticity and the accuracy was based on true real events that happened
in the 1940s. On the author’s notes on page 36, the author gave a debrief of the main character
Sylvia and the President’s Medal of Freedom that she received in 2011 (Tonatiuh, 2014). The
author also explains that he took the time to contact Sylvia to go over the details of what
happened. Since the author did in depth research and drew a true representation of the events, it
makes the book authentic, accurate and reliable.
Provide in-depth treatment of cultural issues:

Today’s society has slowly learned to think differently about the treatment of cultural
issues. In Separate is Never Equal, it dealt with the Mexican-American culture. The comments
and treatments that Sylvia and her siblings received was unfair and in a negative way. Few times
throughout the book, school representatives did not want the Mexican-American children to be
there because they “belonged” in a “Mexican” school. Unfortunately, the Mexican school was
not as qualified and progressed as the other public schools. On page 10, Sylvia is looking down
upon her skin because it is brown and because she had thick black hair. (Tonatiuh, 2014). No
child should ever look at their appearance and expect for them to be judged or be denied an equal
opportunity in this country. The segregation and treatment that the Mendez children and many
other students across America faced was inappropriate. However, it is important that we teach
the future of America how it was back in the 1940s so that we do not repeat history. David
Tonatiuh does an amazing job highlighting many important points of the way students were
treated. The ideal America should we welcoming of all cultures and groups that are in the world.
The illustrations that the author did captured the treatment of cultural issues. On page 18,
there was a sign next to the pool that said, “No Dogs or Mexicans Allowed.” (Tonatiuh, 2014).
By having a sign next to the pool, the reader is able to sense the treatment that people faced. In
Children’s Briefly 5th Edition, it states, “Picture books are a perfect vehicle for opening a child’s
eyes to the beauty and power of art, because they do not function like other books, where words
alone tell a story or convey information.” (Jacobs, J., & Tunnell, M., 2012). This quote relates
very closely to what Tonatiuh tried to describe through his illustrations. The sign by the pool is
more than what the words are saying. It is a derogatory comment that Mexicans were compared
to dogs (Tonatiuh, 2014, 18). In the illustration, the Mendez children are behind the fence of the
pool which can be interpreted almost as a jail. In the pool, the only people that are visible are
what are considered white people. With this single illustration, the author is able to describe via
his illustrations how Mexican-Americans were treated. Illustrations do speak louder than words;
in this case, the illustration on page 18, compared dogs and Mexicans alike, which is not at all
correct.
David Tonatiuh was able to describe in words and through illustrations in depth the
treatments of cultural issues. With all of the evidence that was collected, this is the winner book
that was chosen. Based on real life events, illustrations that come to life, and the rich context it
was very easy to determine the winning book. The message that can be taken home by reading
this book, is that with education, there should be no segregation. The judge hearing that was
taken place in the 1940s had defined the rights of equal opportunity in education. It is an
inspiring book for all the students that come from different cultures. This book, gives hope to
students that everyone will have an equal right to education and that no one will deny them the
right to attend a school based on their appearance.
This books ties in so many different talking points that can be used in a classroom setting.
Separate but never equal, gives in depth connections to all students of how education is fair and
equal for all students. On page 193 of Children’s literature briefly it states, “ Present a positive
and reassuring representation of a reader’s own cultural group.” (Jacobs, J., & Tunnell, M.,
2012). Politics today impact the lives of our students. Politics cannot remain outside of the
classroom, it can affect student’s focus. One way teachers can address current political situations
is through the use of books to help students guide their thoughts to be positive and negative.
Media has so many affects on students that in some cases, media is wrong and it influences
students and children to think differently of a group of people. However, this is not always true,
but we do need to present the right and accurate information to the student. Literature can help
students understand the importance of treating people equally no matter the appearance that other
groups have. With picture books such as the award winner Separate is Never Equal, it can help
guide our students to think with an open mind and be open to want to learn about other cultures
or groups of people. One activity that can be incorporated after reading the book is by having a
lesson on human rights. The lesson can be a activities, a writing workshop and finding books that
are similar to the theme of the story, which is equality. Some of the questions that can be asked
to the students are: what would it be like if you were not able to attend the school close to you
and had to go far away to another school, what is the definition of being equal, and how would
you feel if you were treated differently based on your appearance. These questions are very self
reflective and it does give the student to express their thoughts on what is right and what is
wrong.
Part II:
Invite reflection, critical analysis, and response:
On the author’s note, there was an interesting point that had been made. The trial of
Mendez v. Westminster School District had occurred in 1947, seven years before the Brown vs.
Board of Education in 1954 (Tonatiuh 36, 2014). So why was this case not as known or talked
about in school? When Sylvia’s mother had passed away, she wanted to educate more people
about the trial that occurred. Tonatiuh was able to bring the story to life and make it into a
picture book full of information. This book is appealing to young readers because of the
illustrations. The content is very rich that it makes the reader reflect on the case Mendez v.
Westminster School District because it happened before the Brown v. Board of Education; yet, it
is not well known. Why? Due to the fact that it may not seem as crucial, but the reader is now
able to answer their questions by reading the story and analyzing the author’s note. The author’s
note answers all the questions about how he came to know about this case. The content is very
rich in actual facts, that it leaves the reader craving to learn more about the importance of
educational rights to all cultures.
Meet generally accepted criteria for the genre in which they are written:
The story of the Mendez may not be well known; however, with the book being a winner
for many awards and being recognized it is an non-fiction book about Sylvia Mendez. The
credible source that the author uses, is Sylvia. On page 173 of Children’s Literature Briefly it
states, “nonfiction authors report on the real world.” (Jacobs, J., & Tunnell, M., 2012). This did
happen in real life in the 1940s. All of the details that are in book are real facts and are a true
representation of what happened in real life. The book focuses on the impact that Sylvia Mende
and her family did for the education system and the reader is able to get an insight of the real life
experiences that she had to go through. The book also has the different locations and the
different places that took place. Since the author took his time to research the story, the accuracy
and credibility of the story is true to this day. Mendez v. Westminster School District is in fact a
real case that occurred in the mid 1940s and the people involved were in fact real. The author did
stay true to having the genre be nonfiction.
Demonstrate unique language or style:
Through language that Tonatiuh used, he captured the importance of the story. The
uniqueness that he used was that in some parts of the book, he used Spanish and then he
translated the sentence into English. The translations that Tonatiuh did throughout the book gave
the reader the feeling that they also talked talked and understand Spanish. Not many books have
sentences that are in another language and then translated. Another important aspect of the
language that Tonatiuh had was that the thoughts that Sylvia had, he italicized them to show her
thoughts. Once he had italicized the words that Sylvia thought, it hard not to read in a way that
Sylvia would say them in real life. By having italicized words, it helps the book flow by adding a
personal insight of the main character. The language that is used is easy to read and it flows
naturally, making it entertaining to read to a class. Along with the illustrations, the language is
already set and it helps the reader read with enthusiasm and with grace.
Have an appealing format and be of enduring style:
The author made a great format and style by having the story’s present time be in 1947. It
started off by seeing Sylvia’s first day of school at Westminster school and seeing what her peers
were telling her, “Go back to the Mexican School! You don’t belong here!” (Tonatiuh, 2, 2014).
From there the story continues by Sylvia having a flashback of three years ago, which would
have been in 1944. The author helped guide the reader to the different time frames in the story.
The order of sequence that the author used was in well written and it was very easy to follow
along. The text is informative yet in a simple format that it makes it easy to follow along and to
understand the main ideas and conflict that occurred.
George by Alex Gino (1st Honoree Book)
Summary:
George written by Alex Gino in 2015 was a novel that hit hard on some topics that are up
in the air in todays society such as transgender and transitioning. In the novel, the main character
is named George, however the pronouns that are used in the book refer to the character are her,
she, herself, etc. Biologically, the character is a male; however, George identifies himself as a
girl. Her name is Melissa and she is in 4 grade. George’s family included of only his mother
th
since her parents are divorced and her older brother Scott. As George wants to start the transition
from male to female, she faces many obstacles that make it seem impossible for her to transition.
Her mother is shocked once she finds out about Melissa. George has a best friend named Kelly
and she is very accepting of the transition that George wants to have and she encourages her to
have it. The ending was something that was speechless and heart warming. Kelly tells George to
dress as a girl to go to the zoo. George does so and that is how the story ends; George, feels like
a girl and she finally feels in the right place.
One thing that could have tied the story completely was if it explained if George did
make that final decision of transitioning. It leaves the reader wondering if George did or did not
and to what extent was the transition. This would help readers that are in the same place as
George answer their last and final questions they might have. However, it is a good book because
there is finally literature out there that talks about transitioning and it is a novel for young
readers.
Part I:
Include members of a “minority” group for a purpose other than filling a “quota.”:
George was a member of a minority group of being transgender. He was only in 4th
grade, when she knew that she was transgender. The reason that we choose this book as our 1st
Honoree book is because of the strong character that George had in the story. The life that she
lived in school and at home may be the exact same one as what students are going through. By
reading and analyzing the book, the reader is able to get the quick insight of how George felt.
The connection between the character and the main character was made. By reading the book,
we are able to see how difficult it is to be transgender and how hard it is for the person to
transition. This may not be the case for some people; however, the story is inspiring and can help
many people not feel alone.

The transgender group is a minority group that finally in the 21st century, society is now
being acceptable of the transgender group. Through the story of George, the reader can visualize
the changes that George took upon herself. The author, Alex Gino, has contributed so much to
the society by just writing this book. The book that gives hope and courage to many other readers
who can relate to George.
Throughout the book, the reader is able to see the problems that George runs into. She
has to hide many of her aspects from her mother because she is not aware. She has to hide a
denim backpack because she has several “chic” magazines (Gino, 2015, pg. 1-5). Right away,
the author is able to help the reader visualize the situation that George was in. Talking and
writing about minority groups, such as transgenders is something that needs to be talked about
and addressed. The author does this exactly in such a positive way with a happy and realistic
ending. Based on the qualities that this book has, it was decided to be the 1st honoree award
because of the high quality work that the author does.
Part II:
Invite reflection, critical analysis, and response:
With a novel like George, the reader will need to reflect on the what was read. The story
has content on transitioning and being transgender. By the end of the chapter, the reader does
need to reflect on what might have happened later on in the future in the book. I had to reflect
and try to visualize a 4th grade biological male transition into a girl. The content of the book
really needs to be analyzed on the “why” it was written. It may have been written to have other
people know what it is like for someone at a young age transition, how we can all be better allies
or to simply entertain. Each reader will have a different analysis and reflection from others.
Through literature, there are many stories that people can relate too and or live by. This is an
exceptional example because the story seems so real and that is the beauty of literature, it is able
to take you to other places and help the reader empathize with the main character.
Meet generally accepted criteria for the genre in which they are written:
The genres of the book is LGBTQA+ and transgender. With the characters that all
applied
to the LGBTQA+ community made it easier to decide who the 1st Honoree Award. George, is
the transgender character that transitions to be Melissa. However, there is another character that
had such an important role and impact on the life of George. Kelly, by the definition of
LGBTQA+, she becomes an ally for George. George has her parents, but are separates. She also
has Scott, her older brother but she knows he would not be able to understand her. Then there is
Kelly. Kelly is best friends with George and she does many things that made George feel
comfortable around her. Some of the things that Kelly does to have George feel comfortable is
that she lets George play the second half of the play as Charlotte. Charlotte is the main character
of Charlotte’s Web and George wants to be her more than anything. Kelly sees how bad George
wanted this role that she makes the decision to have George be Charlotte in the evening play.
Kelly gave George what would make her feel comfortable.
However, the most heartwarming thing that Kelly did to George was at the end of the
story. On page 167, Kelly tells George, “ We can go as best girl friends! We can dress up and
everything.” (Gino, 2015). In the following chapter, the reader is able to notice the emotions that
George felt. Kelly had helped her best friend be who she wants to be and she was there
encouraging her all the time. Kelly never judged or questioned George and that is what made is a
delightful book to read. There is the feeling of welcoming someone into a group. The role that
Kelly had was important since she was the one of the few allies that George had.
The courage George had throughout the book turned into confidence at the end once she
was able to embrace the person she knew she was. George had transitioned into Melissa and that
was the only thing that she ever wanted, was to be herself. Full of courage and confidence, this
book can be shared in class to help students understand how to be an ally. There have been many
cases on media that show how students have committed suicide because they were transgender.
However, Alex Gino does a phenomenal job showing what a true ally should do. It helps the
students to create a great support system and how to be there for others in need.
The 1st honoree award was placed to this book because both Kelly and George have
strong and impactful characters that helped the story be a learning lesson to students. This book
helps wrap up the ideas of what it is like to be an ally for someone. However, it also shows the
hope and courage that George had throughout the story and how she was able to overcome her
transitioning. An inspiring story to many people who can relate either to Kelly or George.
Demonstrate unique language or style:
The uniqueness of the language and style that Alex Gino incorporated into the story was
mesmerizing. The fact that Gino, took the initiative to turn all of the pronouns to be her, she,
herself, etc., was absolutely brilliant. It gave the reader the sense of feeling of knowing how
George wanted to be addressed and how it made George feel. The style of language that the
author used, I used as well in the summary to describe George. With the author taking the time to
address George the way that she wanted to be addressed made it even more impactful to the
reader. On the first page of the book, we are able to see how the author said the character's name
was George, but started to use the pronoun, she (Gino, 2015). Not all authors would take the risk
that Gino did on writing about a 4th grade transgender student. However, with the right language
and style that Gino used, he was able to make a novel realistic. The style and language that the
author used made it simple and easy to follow along and be able to understand George better.
Have an appealing format and be of enduring style:
George is a novel book, but it goes by very quickly because it is hard to put it down. The
topic is something that is very popular and there is not much literature that is for children that
talks about these topics. The courage that George had to transition to Melissa was full of hope to
other students that may feel the same way that George felt. This book makes it easy to empathize
with the main character whether or not we are transitioning. The story is full of hope and courage
that the themes are something that always makes it heart warming. There is so much hope in a
book, that it makes it enjoyable to read.
All the Broken Pieces by Ann E. Burg (2nd Honoree Book)
The primary reason why All the Broken Pieces is one of our honor books is because of
how relevant it can be today. Although the story is about a young Vietnamese boy in America,
you can directly relate it to today’s situation with Syria and their refugees. The tension the main
character Matt faces is like many young Muslim-Americans today. This book gives the reader
the “other” perspective. The perspective of those who are not on the “American” side. It teaches
empathy. As a reader, you take a step back and reflect how people not in your privileged
situation might feel. There is a theme surrounding racism. The children in this book say slightly
racist things to Matt like, “Hey, Frog-face, where’d you learn to play baseball, in a rice paddy?”
(Burg, 2009, pg. 47). These are things children say not because they mean them but because they
hear those terms from their parents and others in their community. Matt is a young boy, he has
not done anything wrong yet he still gets treated like a black sheep. In the classroom, this could
be book could be incorporated into a middle school classroom. In literature class, it can be the
basis of discussions based on how terms you use might have a greater impact to those around
you listening than you might realize. It can also help launch a discussion about refugees. Matt is
airlifted out of Vietnam and taken to America. Refugees today coming to America face the same
difficulties Matt faced. Another way this book can be incorporated into class is through including
it in a poetry unit. The novel is written entirely in verse and you could create an activity where
students write a story of their own in verse as well.
Summary:
This book is about a young boy named Matt Pin. He was airlifted out of Vietnam by
American soldiers when he was 10 because his mother begged them to do so. Nearly two years
later Matt is now adopted into a loving American family. Matt is trying to forget his past like his
real mother suggested, but nightmares keep him from completely forgetting. When Matt decides
to join the baseball team, he must but he now must face the reality of his past. Matt must learn
how to cope. Due to situations that on his baseball team Matt must choose: remain silent, or
share his story, blame those around him, or forgive them, and finally live in fear or find freedom.
Matt ends up attending Veterans Voices, and after listening for several meetings he ends up
deciding to share his story with them.
Part I:
Portray cultural accuracy and authenticity of characters in terms of (a) physical
characteristics, (b) intellectual abilities and problem solving capabilities, (c) leadership and
cooperative dimensions, and (d) social and economic status
One way Burg portrays cultural accuracy is through describing characters in the book.
Matt describes his biological brother, “I have another brother. Dark skin, dark eyes, straight
black hair, and laughing like a babbling, bubbling, quickly tumbling brook. ” Matt’s biological
mother adds more description to Matt’s brother saying, “Who would want a baby mangled and
deformed, with missing fingers, and stumps instead of legs. Who would want a baby like that?”
(Burg, 2009, pg. 9) Burg accurately describes what a Vietnamese baby would look like, and
further describes what a baby might look like when he accidently stepped on a landmine. Other
characters she describes are the United States Veterans once they come back to from the war.
Some vets are wheelchair bound due to missing limbs.
Include characters within a cultural group or between two or more cultural groups who
interact substantively and authentically.
The majority of Matt’s childhood was in Vietnam. At age 10 he was Airlifted to America.
The Vietnam he remembers is war torn and damaged. Living in America where there is no trace
of war is definitely a culture shock to Matt. Matt is technically American because his biological
father is a US soldier, but this does not mean that Matt is in any way a part of American culture.
Matt struggles with fitting in an America during this time because so many people, including
himself, are broken due to the effects of the war. The US ets are clearly broken, but even the
people who never left are affected. Matt’s new father never went to war because he was going to
medical school. He says, “It seemed like the right thing to do back then. But sometimes I look at
Chris and Jeff, and I wonder, was it enough?” (Burg, 2009, pg. 113). Burg shows that although
Matt is from a different culture, the Vietnam war effected everyone. Everyone is broken by it.
Part II:
Invite reflection, critical analysis, and response
Burg creates many opportunities for the reader to reflect throughout this novel. Matt feels
out of place because of his home country. Although he is an American citizen he feels like an
outcast because he is also Vietnamese. This makes the reader wonder what it would be like to
feel unwelcome in your own community, due to circumstances that are out of your control. This
historical fiction makes you wonder if some of the aspect are really real or if they are just made
up, “Agent Orange is a chemical. It was used to destroy crops in Vietnam, but now it’s making
soldiers sick.” (Burg, 2009, pg. 124). Examples like this make the reader want to go online and
do research into the topic that the book is surrounded by, the Vietnam War. The theme of the
book about war and it’s effects on people is hard to take in all at once. Although this book could
probably be read straight through, some readers would have to put the book down for a while and
think about some of its implications, like human compassion. Thinking things like, “How can
you do that to another person? Does war really justify those actions? Those were REAL people
that suffered through that, both the Vietnamese and the soldiers.”
Demonstrate unique language or style
One way this book demonstrates unique style is how it is written. Almost the entire story
is from Matt’s point of view, you are reading his thoughts and are getting to know him and how
he views things. Whenever another person is speaking though, they are written in italics. Often
the conversations between Matt and another character are very powerful, Matt learns through his
conversations with others that the war affected everyone not just him. Part of the reason why
those conversations come across so powerfully is because the way they are written. In free verse
Burg does not need to elaborate, the reader fills in the blanks and the emotions.
Meet generally-accepted criteria of quality for the genre in which they are written
This book is considered a historical fiction. Although Matt Pin is not a real person he
very well could be. The background of the story take place around the time of the Vietnam War.
The plot is also completely made up, which is another reason why it this book qualifies as a
historical fiction. Additionally, this book can fall into the genre of poetry because it is written
completely in verse.
Have an appealing format and be of enduring quality

Matt Pin is this story's narrator. The way Matt’s experiences are written down are
captivating. Burg wrote a book that is engaging and hard to put down. It was interesting having
to put the book down just to distance myself from the material for a little while because the
material was so moving. As the reader, you face Matt’s discrimination first hand, and you also
experience his haunting past. It is not until the end of the book that you find out what has been
haunting Matt. It ends in a shocking and thought provoking manner; a tale impact of war and the
healing that can only come from the acceptance and love of those around. On a personal note,
this book was one of the first I read this semester, and when I saw it on the Notable Books list I
wanted to re-read it. This speaks to this book’s enduring quality. It is memorable, and it was the
book I found myself thinking the most about. Once read, this book cannot help but leave a
lasting impression on its reader.
Additional Evaluations:
Drum Dream Girl by Margarita Engle
Summary:
A young girl that has only one dream of playing drums is not able to make it come to life
since her dad does not allow her to play drums. Drum Dream Girl ties in with machismo, strong
female character and persistence to make a dream come true. Through vivid and bright
illustrations we are able to see the young girl want to pursue her one and only dream. Towards
the end of the story, her father finally agrees to let her play the drums and she does so. An
inspiring story to many girls to not give up on the dream they have.
Part I: Meet at
least 1 of the
following
criteria
Provide in-depth The dream and courage that one girl took against her father’s will to play
treatment of drums is often too common among some cultures. There are cultures in
cultural issues which the male has to be macho, because he has to show his power and or
importance in the household. On pages 27 and 28 of the book, the father
tells the girl that only boys are allowed to play drums (Engle, 2015). This
small phrase only helps the reader get a small insight of that it is like in
other countries not being able to do a hobby or job that is male dominated.
In author’s note, he states that the girl is Chinese-African-Cuban who in
fact did help encourage many girls to go after their dream (Engle, 2015,
37). Simply by sharing this inspiring story, we are to teach students that
there are so many different cultures out there have limits. Yet, with
enough persistence and courage, anyone is able to overcome that obstacle.
Part II: Meets all of

the following criteria:
Invite reflection, Some of the questions that can be lead into reflections amongst the
critical analysis, and students are what might have the girl felt when her own father did
response: not let her play the drums? This is a topic that can easily be worded
into other areas that apply to young girls. There has been so much
discrimination based on the sex, that it is now easy to notice the
importance of strong female lead characters. On page 2 page, the
author writes how the girl is dreaming about playing the drums in a
city full of drum beats (engle, 2015). With the setting of the story
and some descriptions of what it sounds like, the reader is able to
visualize and analyze how important it was for the girl to play her
drums. There are many questions that will follow after the first
question. The most beautiful aspect about the story is that it will
relate to other cultures not just the Chinese-African-Cuban identity,
but to many others out there that will make a connection with the
main character.
Meet generally There genres that referenced strongly on the book, were that of
accepted criteria for family and music. The author showed the value of family that is
the genre in which seen. The way that the girl respected her father’s decision, she only
they are written: kept dreaming about playing drums. On page 32, the words that the
girl wanted to hear from her father had been finally said, “her father
offered to find a music teacher who could decide if her drums
deserved to be heard.” (Engle, 2015). Both family and music tie
together the beautiful values of courage of the girl that kept on
dreaming.
Demonstrate unique The author used onomatopoeias on how the drums would sound
language or style: playing them. On page, 4 of the book, the author describes which
drums and how they will sound once they are being played. (Engle,
2015). The unique style that the author did was that the book is told
in a verse format along with vivid illustrations. The style of the
book if read at a rhythm, sounds beautiful. There is rhythm on the
way that the book was written that it makes it much more impactful
and interesting to understand. There was a lot of thought taken into
consideration when writing the verse. The author planned the book
in a clever style that it incorporates the different aspects of verse
and rhythm into a great book that can be enjoyed by all ages.
Have an appealing The picture book does a great job keeping the reader entertained and
format and be of easy to follow. Rafael Lopez is the illustrator for Drum girl
enduring style. dreaming. The book is full of bright, vivid and colorful colors. On
pages 3 and 4, the main character is seen dreaming of the only one
thing she wants (Engle, 2015). Through the illustrations, she main
character has her eyes closed playing the drums. From there, we are
able to see the girl dream that she has and that wants to turn it into
reality. The illustrations help the style of the book to be smooth and
giving it a different format that allows students to see the view of a
different culture.
Starry River of the Sky by Grace Lin
Summary:
Rendi is the main character in the book, Starry River of the Sky. The book takes place in
China and tells the story of how Redi ran away from his home and is working in a small village
inn. He has noticed that the moon is missing but no one seems to notice that. Rendi also hears
something cry at night and no one seems to hear that noise. As he is working in the inn one day,
there comes a visitor who pays to stay in the”luxury” room. To everyone’s surprise, it is a
woman and she then starts telling tales like the rest of the people. He then realizes that the
answer to all of the questions that he has will be solved
Part I: Meet at
least 1 of the
following
criteria
Be rich in One of the aspects that made the book, Starry River of the Sky stand out
cultural details was the different Chinese folklore within the chapters. On page 24, Lin
introduced the first folklore story in between the third and fourth chapter
(Lin, 2012). The fact that the author has many references similar to that
throughout the book, the reader is able to see two different setting in the
book. The actual story of Rendi as he tries to solve mysteries that no one
else seems to understand, brings in rich context on the way of living. The
folklore stories that are told in the book, will then change the font and style
to explain to the reader that it is the tale and not the story of Rendi. Based
on the way Engle wrote the book, we are able to see a glimpse of Chinese
traditions and folklore through the rich context and cultural references
made throughout the entire book.

the following criteria:
Invite reflection, Rendi was an interesting character that it made the reader have a
critical analysis, and connection with him. Redni was a puzzled individual, that it made
response: the reader curious and or as puzzled as him. The different tales that
were told between the chapters, help solve some of the questions
that the reader might have. However, the reader might still be
curious about the different connections that the book makes to the
previous book. Since Starry River of the Sky has strong references
of a previous book, teachers can encourage their students to read
the previous book in order for them to understand the story.
Meet generally Chinese folklore is the genre that is told throughout the entire book.
accepted criteria for There are many strong references in the book that are Chinese that
the genre in which they it is easy to follow the different cultural aspect of it. The way many
are written: of the stories were told were in fact Chinese folklore. For example,
on page 78, there is a story that talks about a jumping fish (Lin,
2012). The fact that the story will never come to life and it was
retold over and over again through word of the mouth would
qualify as a folklore.
Demonstrate unique Style is the one feature that makes the book stand out. One of the
language or style: styles that stood out from the book was when the author was going
to introduce a tale. One of the illustrations that stood out to me was
the picture of the frog. (Lin, 2012, 222). The author did a
phenomenal job changing the style of the book to introduce the
Chinese tales. Not many authors would think of a different way to
incorporate two different ideas and be able to blend them together.
Have an appealing The story is very simple and it is easy to follow along. One feature
format and be of of the book that stood out was the way that the author signaled in
enduring style. the book about the folklore tale that was going to be said. The
chapters are very short and easy to understand that it does not
confuse the reader. There was much thought that was put into the
style of the book. As mentioned earlier, once the author is going to
indicate that one of the characters is going to talk about a folklore,
the font will change and so will the style of it. There will be a title
of the story and will be colorful. For example, on page 187, the title
of the folklore is colorful and the style of the font changes as well
(Lin, 2012).
Last stop on market street by Matt de la Pena

Summary:
CJ is young boy who just gets out of church with his Nana. The weather isn’t perfect, it’s
raining. Instead of immediately going home, he and his grandmother take the city bus to the last
stop on Market Street. There they go to their local soup kitchen and volunteer their time. During
the commute to the soup kitchen CJ keeps asking about things he doesn’t have or understand, but
his grandmother shows him an alternate way to look at things. Nana is teaching CJ a deeper
perspective of the world.
Part I: Meet at least 1 of the following

criteria
Portray cultural accuracy and On way de la Pena shows cultural accuracy is

authenticity of characters in terms of through the character Nana. Young CJ is curious
(a) physical characteristics, (b) about the world around him and is always asking
intellectual abilities and problem questions like, “How come we have to wait for
solving capabilities, (c) leadership and the bus in all this wet?” (De la Pena, 2015) or
cooperative dimensions, and (d) social “How come we always got to go here after
and economic status church?” (De la Pena, 2015). Through problem
solving, Nana answers his questions in a way that
CJ will see the value in something he initially
perceives as negative. When answering his
question on why they always go she says, “I feel
sorry for those boys, they’ll never get a chance to
meet Bobo or the Sunglass Man.”(De La Pena,
2015). Another way he shows cultural accuracy
through Nana is her cooperative nature. She treats
everyone equally, no matter their social or
economic status, on the bus, and especially at the
soup kitchen (De la Pena, 2015).
Include characters within a cultural This book includes many examples of CJ

group or between two or more cultural interacting with cultural groups other than his
groups who interact substantively and own. On the city bus, he encounters a blind man
authentically and his Nana tells him that there are different
ways of seeing the world. CJ’s Nana acts as a
bridge for CJ and his current understanding. The
city is a big place, full of people of all types
(tattooed, blind, musicians, students, et cetera).
She is slowly teaching him about acceptance and
the world around him. Nana takes CJ questions
(or complaints) about the world around him as an
opportunity to teach him about the diversity of
different people and to appreciate the little
moments in life no matter where you are.
Part II: Meets all of the

following criteria
Invite reflection, critical This book can make a young reader wonder where CJ and his
analysis, and Nana are going on the city bus. For an older reader this book
response invites reflection on assumptions about those who choose to ride
the bus, and to reflect on the beautiful, and often overlooked,
moments in life. Additionally, the illustrations contribute to
raising questions to reflect on about topics such as tattoos,
blindness, disability, poverty, social injustice, and charity.
Meet generally accepted This is a beautiful picture book. The writing is didactic at times
criteria for the genre in especially when Nana is speaking. The art is created through
which they are written several mediums: acrylic, collage, and digital. The art
accompanies the story and gives the reader a deeper meaning
about what is going on.
Demonstrate unique De la Pena writes in a way that is crisp, clean, and evocative. He
language or style uses adjectives that make you try to imagine what he is describing
for yourself. "The outside air smelled like freedom, but it also
smelled like rain,”(De la Pena, 2015) The artwork in the book is
also unique, it is very bright and colorful, and depicts the
vividness of the city.
Have an appealing The words and the pictures work together to become memorable.
format and be of Text is on almost every page, but it is not the focus of the page.
enduring style. The eye is drawn to the different parts of each highly detailed
picture on the pages. Another nice touch to this book was its end
papers. This part of the book had pictures of different aspects that
came up throughout the story such as the bus, the butterfly jar, a
pair of glasses, and a guitar.
Brown girl dreaming by Jacqueline Woodson
Summary:
The author recalls her own childhood as she was growing up in both South Carolina and
New York in the 1960’s during the Civil Rights movement. She describes her life and family
relationships in verse. She describes her struggles as a student following her bright sister Odella,
how her brother Hope had a beautiful voice, and how her youngest brother was sick as a toddler
from eating paint chips from the walls. She describes how she is expected to act as an African-
American, all the while she is finding out who she is, what she values, and finds her passion for
writing and story making.

criteria
Portray cultural accuracy and One way Woodson creates cultural accuracy is
authenticity of characters in terms of through using her own memory to detail the
(a) physical characteristics, (b) accounts in the story. At the beginning of the
intellectual abilities and problem book there are two family trees and at the end she
solving capabilities, (c) leadership and includes pictures of her family. These visual
cooperative dimensions, and (d) social accompany the text. Another way Woodson
and economic status accomplishes this is by giving each character a
description that can only be told with the
knowledge of someone who has lived and made
connections with the person she is describing.
“There’s Aunt Alicia, the baby girl, curls
spiraling over her shoulders, her hands cupped
around a bouquet of flowers. Only four years old
in that picture, and already, a reader” (Woodson,
2014, pg. 11). Readers can imagine this character
because of Woodson’s personal description. Due
to the book’s focus on of her own childhood and
to her family and the lives they have lived, she is
able to give descriptions of not only what her
family looked like but characteristics that they
displayed.
Be rich in cultural details Woodson includes rich details of the culture of

the South at that time through retelling her
experiences and things she was told as a child. On
example of this is when Jackie’s mother was
taking her family to Greenville for the first time.
She tells them to go to that back, and to, “Sit up
straight, …do what is asked of them… step off
the curb if a white person approaches you don’t
look them in the eye… ” finally whispering that
they were as good as anybody. (Woodson, 2014,
pgs. 30-31). This example shows part of the
culture during the 1960’s in the South, and gives a
feel of the Civil rights movement making its
impact in black families everywhere. Another
way Woodson includes cultural details is through
referencing popular culture. For example, she is
not allowed to use the term funk, or funky.
Part II: Meets all of the

following criteria
Invite reflection, critical The issues Woodson’s novel brings up with segregation and how
analysis, and African-Americans are supposed to treat white people makes the
response reader question why things were the way they were. Reflecting on
how things have changed since that time, and wondering if it is
still an issue today were natural questions while reading. Woodson
can achieve these inquiries because gives her honest account of
the situation as someone directly experiencing that segregation.
"Each switching is a warning to us our words are to remain crisp
and clear. We are never to say huh?, ain’t or yall, git or gonna.
Never ma’am- just yes, with eyes meeting eyes enough to show
respect. Don’t ever ma’am anyone... Fearing the South will slip
out or into them” (Woodson, 2014, pg. 69). As a reader you might
wonder why it is so important to speak properly at all times.
Throughout the novel Woodson includes many situations where
the reader cannot help but to reflect on “why”.
Meet generally accepted This book is considered to be a memoir of autobiography that is

criteria for the genre in written in verse. Woodson writes this story herself, and retells the
which they are written story of her upbringing during the 1960’s in the midst of the every
changing Civil Rights Movement. Young Jackie is a powerful
character in Woodson’s novel. This book also fits the genre of
poetry because it is written entirely in verse and has multiple types
of poems throughout.
Demonstrate unique Woodson’s use of language is compelling and dynamic. Due to

language or style the simplistic nature of her writing the reader can pick up on the
emotions that Jackie feels in the moment. When her younger
brother Roman eats paint chips you can feel her fear and sense of
hopelessness. “Roman won’t get up. No laughter-just tears when
we hold him. Won’t eat and even my mother can’t help him.
When she takes him to the hospital she comes back alone.”
(Woodson, 2014, pg 188). Woodson conveys this sense of
hopelessness and dread in very few words. This is done in part
because of the verse in which this book has been written.
Woodson could have elaborated to describe what was going on,
but the brevity conveys that lack of knowledge that is there when
you don’t know what’s going on and you feel scared.
Have an appealing Woodson wrote her memoir in free verse. This format makes
format and be of sense considering Brown Girl Dreaming is about Jackie’s dream
enduring style. to be a writer and that she loved to create poems as a child. This
makes the format chosen for this book much more memorable.
The free verse allows the reader to feel the emotions Jackie felt
through the simplicity of its format.
El Deafo by Cece Bell
Summary:
This humorous tale tells the story of Cece, a little girl who loses her hearing due to
meningitis. This doesn’t mean she loses any of her spunk or personality. Cece’s first school was
for students that were deaf just like her. When she starts going to a new school, she doesn’t want
her hearing aids to be the thing that define her as different or “special”. She doesn’t want them to
get in the way of her making friends. During the story Cece makes up her own superhero “El
Deafo” who can do all the things Cece is afraid to do. “El Deafo” can tell her friends that they
don’t need to shout at her to help her hear, and that, in fact, it just makes it worse. After forming
a few friendships that are not what Cece realizes is ideal, she learns what she values in her
friends and ends up finding what she desires most acceptance, happiness, and a true friend.

criteria
Portray cultural accuracy and This book is autobiographical in nature. It is based

authenticity of characters in terms of off of Bell’s own childhood. For this reason the
(a) physical characteristics, (b) main character who is deaf is portrayed accurately.
intellectual abilities and problem Bell can accurately write about a character who is
solving capabilities, (c) leadership and deaf. There is no outsider aspect. No amount of
cooperative dimensions, and (d) social research can replicate Bell’s real life experiences
and economic status as someone who happens to be deaf.
Be rich in cultural details Part of the culture that this book portrays is Cece
growing up in the 1970’s. She uses the illustrations
to show part of the culture she is surrounded by.
The television still had dials that you had to get up
and change the channel, there were no clickers
back then, at one point she compared the new kids
in the neighborhood to rock stars, and through the
illustrations the clothing the characters wore
reflected the style of the 70’s (Bell, p. 132). There
are also several scene where Cece watches
television and there are illustrations of popular
shows at the time like the Flintstones and Tom and
Jerry (Bell, pgs. 76-79). Bell represents aspects of
American culture at the time.
Include members of a “minority” In this book, Bell’s main character is deaf.

group for a purpose other than filling Minority communities are not just racially based.
a “quota.” Disability groups are also considered minority
groups although they are often forgotten. They
face the same difficulties that other more well-
known minority groups face. Bell raises
awareness about things who people unknowingly
treat the deaf when they find out that they cannot
hear. Through this book, one learns things to avoid
and to do while speaking and interacting with a
person who happens to be deaf. Things such as, not
speaking louder, because it doesn’t help, or face
the person you are speaking with so they can read
your lips better.

the following criteria
Invite reflection, While reading this book, Bell makes the reader question why more
critical analysis, and people do not treat people who happen to be deaf normally. Bell is
response able to achieve this because she shares her story of her childhood
openly. I wondered to myself while reading why many people only
learn about something, like deafness and what to do, when they are
confronted in a situation for the first time. While critically analyzing
this text, I found that the illustrations helped to increase my
understanding of it. Bell illustrated things she said and thought that
gave you a fuller picture of how she was really feeling in that
situation. One example of this is where Cece demonstrates one of
her coping mechanisms of faking it until she makes it. A girl named
Bonnie tells Cece that her grandma makes pie, but she really said
that she was going to die (Bell, pgs. 103-105).
Meet generally This book is a graphic novel. The illustrations are in comic strip
accepted criteria for format and the illustrations are just as important to telling the story
the genre in which as the words to this novel. Despite being illustrated in comic strip
they are written format, this cannot be considered a comic book because the story
length is that of a novel, and is published as a book.
Demonstrate unique This book is written in a way were one can both read and see how
language or style Cece felt as a child learning how to adapt to her new situation.
There are elements to this book that anyone can relate to, like not
feeling left out, and worrying if something you will do will end a
friendship. The Illustrations are whimsical, and unique. Every
person is really a bunny. Each illustration has added detail that you
notice the more you look at each page.
Have an appealing Bell’s illustrations are very memorable. By laying out the book as a
format and be of graphic novel Bell takes off some of the pressure from reading a
enduring style. large chapter book that some young children might experience.
Each comic book style frame is separated with space. This makes it
easy to follow where you are supposed to be reading next.
Conclusion:
Conclusion. What did you learn from this assignment? What do you still need to learn?
What would you change if you did the assignment again? How can you tie the assignment
to coursework for this course and previous courses?
This project acted as an introduction to multicultural literature. Multicultural books give
students the chance to “experience a culture through the eyes of other adolescents. They get to
see people their age meeting challenges and solving problems” (Landt, 2006, p.691). Through
the Notable Books for Global Society, we are able to take many learning points away about
multicultural literature. However, we realize there is still much to learn about multicultural
literature. If we did this assignment again, it would have been nice to focus on books that are all
about the same subject or content. It would have been nice to go in-depth and see how those
books could have been inter-related. Throughout the course we have completed wide variety of
assignments that work to further our understanding of all the aspects of children’s literature. This
project is another way to expand our knowledge of children’s literature. Multicultural books
cannot be ignored when looking at children’s literature because our students are going to come
from a wide variety of backgrounds. This course has taught us how important it is to … of each
student that walks into our classrooms. We cannot only be prepared to reach out to one certain
type of student. We must be prepared to teach every student no matter their background. We
have learned that books can be a way to introduce hard to talk about topics that our students may
be facing in their personal lives, like homelessness, drug addiction, and death. This class has
taught us that books can be a way for students to start to understand something that may be
completely foreign to them, like being transgendered. It might be natural for students to reject
something that is unfamiliar to them, it is our job to teach students to be accepting and open
minded to all people no matter their background or sexual orientation. Multicultural literature is
a great way to introduce students to topics and communities that may be foreign to them.
References
Bell, C. (2014). El Deafo. New York, NY, USA: Abrams Books for Young Readers.
Burg, A. (2009). All the Broken Pieces. New York, NY, USA: Scholastic.
De la Pena, M. (2015). Last Stop on Market Street. New York, NY, USA: G.P. Putnam's Sons,
an imprint of Penguin Group.
Engle, M. (2015). Drum Dream Girl. How one’s girl courage changed music. Boston, MA,
USA:
Houghton Mifflin Harcourt.
Gino, A. (2015). George. New York, NY, USA: Scholastic.
Jacobs, J., & Tunnell, M. (2012). Children's Literature, Briefly (5th ed.). Boston, MA, USA:
Pearson Education.
Landt, L. (2006). Multicultural Literature and Young Adolescents: A Kaleidoscope of

Opportunity. Journal of Adolescent & Adult Literacy, 49(8). 690-697.
Lin, G. (2012). Starry River of the Sky. New York, NY, USA: Little Brown Company.
Tonatiuh, D. (2014). Separate is Never Equal. Sylvia Mendez and her Family’s Fight for
Desegregation. New York, NY, USA: Abrams Books for Young Readers.
Woodson, J. (2014). Brown Girl Dreaming. New York, NY, USA: Penguin Books.

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RUNNING HEAD: NOTABLE BOOKS FOR GLOBAL SOCIETY PROJECT

Notable Books for Global Society Project

Jeanette Netzel and Nancy Ortiz

Washington State University

Dr. Barbara Ward

acquire knowledge by the teacher and student.

backgrounds and communities. As future teachers of America, it is extremely important that as

introduced us global and multicultural literature.

Mexican-American, Chinese-African-Cuban and different physical disabilities. Through eight

students to have equal rights in regard to education.

perseverance have gotten people to make great movements in society.

Honor and celebrate diversity as well as common bonds in humanity:

Portray cultural accuracy and authenticity of characters in terms of (a) physical

real-life textures from materials that were used in the book.

changed and impacted the public education today.

makes the book authentic, accurate and reliable.

Provide in-depth treatment of cultural issues:

right to attend a school based on their appearance.

Invite reflection, critical analysis, and response:

educational rights to all cultures.

stay true to having the genre be nonfiction.

Demonstrate unique language or style:

Have an appealing format and be of enduring style:

understand the main ideas and conflict that occurred.

George by Alex Gino (1st Honoree Book)

a girl and she finally feels in the right place.

many people not feel alone.

who can relate to George.

because of the high quality work that the author does.

Invite reflection, critical analysis, and response:

Kelly gave George what would make her feel comfortable.

Demonstrate unique language or style:

Have an appealing format and be of enduring style:

book, that it makes it enjoyable to read.

All the Broken Pieces by Ann E. Burg (2nd Honoree Book)

students write a story of their own in verse as well.

deciding to share his story with them.

Some vets are wheelchair bound due to missing limbs.

Invite reflection, critical analysis, and response

Demonstrate unique language or style

Have an appealing format and be of enduring quality

lasting impression on its reader.

Drum Dream Girl by Margarita Engle

Part II: Meets all of

Starry River of the Sky by Grace Lin

answer to all of the questions that he has will be solved

Part II: Meets all of

Last stop on market street by Matt de la Pena

perspective of the world.

Part I: Meet at least 1 of the following

Portray cultural accuracy and On way de la Pena shows cultural accuracy is

Include characters within a cultural This book includes many examples of CJ

Part II: Meets all of the

Brown girl dreaming by Jacqueline Woodson

writing and story making.

Part I: Meet at least 1 of the following

Be rich in cultural details Woodson includes rich details of the culture of

Part II: Meets all of the

Meet generally accepted This book is considered to be a memoir of autobiography that is

Demonstrate unique Woodson’s use of language is compelling and dynamic. Due to

El Deafo by Cece Bell

Part I: Meet at least 1 of the following

Portray cultural accuracy and This book is autobiographical in nature. It is based