Culturally Diverse Biographical Picture Books

Yen-Chen Liu
LLED 7314
Picture books on figures life from cultural diverse backgrounds demonstrate the vigor of
childrens literature. It is always an amazing experience to read other peoples life in brief written
descriptions with impressive illustrations. In addition, the combination of biography and picture
book makes reading more concrete and easy for children. Among those culturally diverse
biographical picture books, books on historical figures particularly appeal to me. The diachronic
snapshots of introducing historical figures in few words and photos have significant impacts on
first to fifth grade students. My choices on culturally diverse biographical picture books try to
provide students the scopes of the world.
My focus on culturally diverse biographical picture books has experiences several phases.
First, I found them on the shelves of biography, but not many biographies have illustrations.
Second I went to picture book section, indeed I found some books there, but the number is still
not enough for my topic. Third I search on Childrens Literature Comprehensive Database
(CLCD) to have biography and picture book as my key words. They show up the
biographical picture books that I need, while some of them do not meet the requirement of
cultural diversity. Furth I turned to the Orbis Pictus Award, but once again, I saw many lengthy
biographies without illustrations. Fifth, I looked for the historical figures that I am interested in,
such as Jesus, William Shakespeare, and Christopher Columbus, etcetera. Those stories that are
not that obvious on shelves yet are influential for children. My five search processes demonstrate
the ambivalent status of culturally diverse biographical picture books.

In this text set listing I would like to introduce culturally diverse

biographical picture books that are just like kaleidoscopes, but should be
inspirational to children. I divide my book lists into several groups. The first
group is on historical figures, especially in American history, for this project
aims at American students. The historical figures include Abraham Lincoln,
Frederick Douglass, Martin Luther King, George Washington, and Christopher
Columbus. The second group is on writers, such as Pablo Neruda, Anne
Frank, William Shakespeare, and Helen Keller. The third group is related to
those who inspire student dare to dream, those have a life of sufferings. This
group includes Frederick Douglass, Martin Luther King, Coretta Scott, and
Helen Keller; and Helen Kellers story particularly encourages students to
pursue an optimistic attitude of life. The forth group belongs to religious
figures, for example, Jesus, Confucius, and Saint Patrick. Those categories
interplay one another, for there is no objective and complete categorization
in humanities and social science.
I would like to share my text set listing in a few ways. Since this booklist is
for American students, I hope that I can have a chance to discuss with
elementary teachers, because I do not know that whether my integrated
reading and writing assignments are practical in class. Furthermore, I hope
those elementary teachers can scrutinize my choices and tell me which
books they would introduce to their students. The process of culling books in

pedagogy is appealing to me. Then, I could share my group members in

presentation, explaining the reasons of selection. My classmates always
broaden my horizon when I analyze the contents of informational texts for
children. And then I might upload my lists on my Facebook; I try to let
students outside of childrens literature this field become familiar with our
issues. On Facebook, I can show the cover page of each book with brief
introduction, since people do not have much time to browse the full page. To
sum up, the experience of making a text set listing is full of excitement and
challenge, yet it is worthwhile to make culturally diverse biographical picture
books be known to my audience.
1. Kalman, A. (2012). Looking at Lincoln. New York: Nancy Paulsen Books.
For 1st, 2nd, and 3rd graders.
The story begins when as a tall passenger reminds a little reader of
Abraham Lincoln. The distinct feature of this book is that it includes not
only Lincolns story but also the little readers comments on every
page. Therefore this biography becomes a conversation and an
interrogation between young readers and Lincoln. Through questioning
and answering, we ponder on the Civil war and its consequences.
Ask students to share their experiences of visiting historical relics in detail. Then, write down
some interesting stories behind the historical relics and the historical figures.

2. Ringgold, F. (1995). My Dream of Martin Luther King. New York, NY:

Crown Publishers.
The book is from a childs perspective to view Martin Luther King.
Through the eyes of a child, the snapshots of Martin Luther King are
displayed. It shows the moments of his giving speech of I have a
dream.

3. Shange, N. (2009). Coretta Scott. New York, NY: HarperCollins.

For 1st, 2nd, and 3rd graders.
Coretta Scott is known as the wife of Martin Luther King; they two fights for African
Americans human rights. When she was young, she walked five miles to school for
Negros only, while her white counterparts could just attend school nearby. In addition,
whites and blacks did not sit on the bus together. That is called segregation. She studies
Boston and meets Martin Luther King. They two struggle for civil rights of African
Americans.
Ask students to articulate their heroines stories. Talk about how women use their power
to change the world.
4. Slade, S. (2007). Frederick Douglass: writer, speaker, and opponent of
slavery. Minneapolis, MN: Picture Window Books.
For 1st, 2nd, and 3rd graders.
The childrens book talks about the abnormal life of Frederick Douglass,
from a slave to an opponent of slavery. It is predicted that his father is a

White, and his mother is a Black slave, so he is born a slave. The wife of
his master teaches him to read and write, but his master stops his wifes
teaching later. Douglass then learns English language by himself. He
educates himself to be a free man, running away to the North. He starts
to give speeches and write articles to persuade other to abolish slavery. In
addition, his friendship with Abraham Lincoln changes slaves destinies in
American history. At the end of this informational text, it provides some
interesting hidden facts of Douglass.
Ask students to watch some films related to the Civil War or Abolitionists,
and write reports.
5. Brown, M. (2011). Pablo Neruda: Poet of the People. New Work, NY:
Henry Holt and Company.
For 1st, 2nd, and 3rd graders.
The picturesque biographical picture book introduces the life of a poet
of Chile: Pablo Neruda. I cite the impressive beginning sentence: Once
there was a little boy named Neftal who loved wild things wildly and
quiet things quietly. The author use a sentence to intrigue readers
interest. Then as Neftal becomes a young adult, his starts writing
poems as Pablo Neruda. His poems show his concern for his people and
his nation. Owing to the elegant language and insightful images, he is
also the Nobel Prize laureate of literature, and his poems represent the
accomplishment of Latin literature,

Ask students to search some information on multicultural literature and

have presentation in class.
6. Poole, J. (2005). Anne Frank. New York, NY: Alfred A. Knopf.
For 2nd graders.
The fiction with eye-catching illustration presents the real life of Anne Frank under the rule of
the Nazi during the World War Two. Anne Frank is a Jewish girl under the rule of Hitler in the
Netherland. She and her family members hide themselves in an attic in order not to be found by
the Nazi. She records her life by writing during the darkest moment in her ephemeral life.
Through reading the description in the book, we sincerely show empathy and sympathy to Anne
Franks situation.
This book is like a documentary film: it truly reflects Anne Franks significant life under the
control of the Nazi. More importantly, it provides many images to readers. Sometimes words can
convey real experiences, but sometimes words are not enough. Therefore, it can be an
assignment for students to combine words and pictures.
Ask students to record their daily life by written words and vivid pictures. It can be the life of
their pets, their life in a football team, and their school life.

7. Standley, D, Peter Vennema. (1992). The Bard of Avon: the story of William Shakespeare.
New York, NY: Mulberry Books.
For 2nd, 3rd, and 4th graders.
William Shakespeare is the most representative writer in English literature. His father is a
glove maker and he has been sent to a grammar school. During that time, dramas have
not been played in the Elizabeth England. He writes down many household plays in this

period, and they are played on the Globe. Besides dramas, he also writes poetry, proses,
and other literary works.
Ask students to read aloud their favorite poems to their group members.
8. Adler, D. A. (2012). Helen Keller. New Work, NY: Holiday House.
For 1st, 2nd, and 3rd graders.
This is a short biography telling a legendary woman blind and deaf called Helen Keller.
She was born a healthy baby; however, due to the illness at her two year old, she became
blind and deaf. She had few body languages which were invented by herself; people
around her understood what she mentioned. Nevertheless, that was not enough. Her
father finds a tutor, Sullivan, for her. Sullivan was a tutor full of teaching technique and
patience. She dramatically changes the life of Keller. Keller later learned how to
communicate, went to college, became a writer, and then, her story inspire the world.
Ask students to search some important figures with disabilities. Share well-known
figures stories, the difficulties they face, and write down their life stories.
9. Keating, F. (2012). George Washington: our founding father. New York, NY: Simon&
Schuster.
For 2nd, 3rd, and 4th graders.
The book uses first person narrative to interpret George Washingtons life. Washington is
a diligent student, but he receives formal education until his fifteen. Then he joins a
military; he becomes a hero in battles because he is brave and has a vision for future. He
cares about the politics around the war, and especially his mother land. After the
American Revolution, he is the first president of the United States of America.
Ask students to pretend they were historical figures, and use first person narrative to
write down their memoirs.
10. Gunney, L. T. (2007). Meet Jesus: the life and lessons of a beloved teacher. Boston, MA:
Skinner House.

For 2nd, 3rd, 4th, and 5th graders.

This book describes Jesus as a mentor rather than a God; a very distinctive message in
this text. The author based the narrative description on the Bible, yet abridges some
widely-spread, retold concepts. Jesus was born in a common family and he preaches as he
grows up. As more people accept his opinions, the government is concerned about his
behavior. It puts him to death. In many peoples viewpoints, Jesus resurrects and dies for
our sin.
Ask students to write down a story related to religions or introduce a religious holiday.
11. Krensky, S. (1991). Christopher Columbus. New York, NY: Random House.
For 1st, 2nd, and 3rd graders.
It is an adventure of the great voyage rather than Columbus himself. The story begins
when Columbus gets the permit of the Spanish royal family. He is the only one who
believes that they can reach India through the ocean. Whenever his partners loses their
hope, Columbus persists that the land is closer. After the team discovers the new world,
they brings Indians (!?) as well as other produces back. Columbuss discovery is
supposed to be remarkable in the history of mankind.
Ask students to read other fiction/nonfiction related to adventure.
12. Tompert, A. (1998). Saint Patrick. Honesdale, PA: Boyds Mills Press.
For 2nd, 3rd, 4th, and 5th graders.
It describes a man who makes Irish convert to Christianity. At first he did not believe in
Christianity when he was little. After he is kidnapped by pirates, he starts to turn to God.
God leads him to a shore, to a boat, and back to England. When he finally comes back,
his parents want him to stay with them forever. However, he goes to Ireland to preach
those pagans, the action that changes the whole Ireland.
Ask students to articulate a person who has good deed and how the actions move other
people.
13. Kerley, B. (2010). The Extraordinary Mark Twain. New York, NY: Scholastic Press.

For 2nd, 3rd, and 4th, graders.

This book narratives from the perspective of Mark Twains daughter, Susy. According to Susy,
she thinks people around the world do not realize her real father, the man of flesh and blood.
Therefore she keeps observing her dad, writing her journal secretly; she explores her dad in
multi-dimensions. Mark Twain is happy to know her daughters intention; every time he shows
his true personality and his attitude in writing. From the viewpoint of Susy, we see the pure
characteristics of Mark Twain.
Ask students to observe their parents, siblings, relatives, or other friends. And then write down
their characteristics and behaviors.

14. Demi. (2003). Muhammad. New York, NY: Margaret K. McElderry Books.
For 2nd, 3rd, and 4th, graders.
This book addresses to children who are willing to understand Muhammad and Islam. It
is said that Muhammad is an intelligent child when he was little. He is interested in
theology and later he preaches. After he experiences the revelations by Gabriel, Islam is
born. The spread of Islam meets difficulties; there are several battles between Muslims
and people of other religions. Finally, other groups in those regions convert to Islam.
Ask students to read childrens books on religious figures, and then discuss the
perspectives and writing methods of authors.
15. Adler, D.A. and Michael S. Adler. (2007). A Picture Bok of John Hancock. New York,
NY: Holiday House.
For 2nd, 3rd, and 4th, graders.
The storytellers of the life of John Hancock present the atmosphere of the American
Independence for young readers. At first they quotes Hancocks saying George the Third

can read that without his spectacles when describing Hancock signs the Declaration. The
book emphasizes more on Hancocks action rather than his early life, for his role in the
American Independence makes him a historical figure of the United States.
Ask students to interview some elderly people, and make a memoir of them.