Mutlicultural Text Set

ELED
310 - Multicultural Text Set Kendra Carrier
We Came to America by Faith Ringgold
Summary
We Came to America, written by Faith Ringgold is a children’s picture book that focuses
on all the different colors, races, religions, and ethnicities that make up America and make
America so diverse.
Appropriate Age Level

This book is appropriate for children who are five to eight years of age.
Three Key Words

• America
• Diversity
• Immigration
How does this book promote or interrupt injustice, isms, or inclusiveness?

This book promotes inclusiveness because it features many different ethnic groups,
colors, and countries of origin rather than just white people.
Recommended Use for the Book

I would use this book as part of a study of the history of America, specifically a study of
immigrants. This book touches on many of the different backgrounds that make up America,
including African slaves, Native Indians, and immigrants from a variety of countries. After doing
a read aloud of the book, I would send an assignment home with the children to speak to their
family members about which country their ancestors may have immigrated from. As a class, we
would compile a chart of all of the different countries we represent.
SOL’s (Building Blocks)

• Virginia Literacy Foundation Block 1 – Oral Expression
• The child will develop listening and speaking skills by communicating
experiences and ideas through oral expression
• History and Social Science Foundation Block 1 – History/Similarities and Differences
• The child will identify ways in which people are alike and different
• History and Social Science Foundation Block 7 – Civics/Citizenship
• The child will participate as a member/citizen of a classroom community
• Virginia Personal and Social Development Foundation Block 1 – Self-Concept
• The child will demonstrate self-confidence and self-reflection
• Virginia Personal and Social Development Foundation Block 4 – Interaction with Others
• The child will interact easily with one or more children and with familiar adults
ELED 310 - Multicultural Text Set Kendra Carrier
Quality Children’s Picture Book Checklist
We Came to America by Faith Ringgold

The following items are provided as a means of assessing the quality of your children’s picture
book. While all books will not address every item, it is important that your book addresses a
number of items in each section.
*listed items that apply to the book are highlighted in yellow
The story:
¨ is interesting to children.
¨ offers children a variety of things to think about, question, or consider.
¨ is age-appropriate and children can understand what is represented.
¨ includes a rich, thick plot.
¨ includes a problem and resolution.
¨ utilizes style and language that are appropriate for the children’s ages and interests.
¨ includes realistic, convincing characters.
The illustrations:
¨ are accurate in terms of setting, plot, and characters.

¨ correspond to the text.
¨ hold the children’s interest while the text is read.
¨ enhance and add to the story.
Cultural considerations:
¨ Characters represent a variety of cultural groups.

¨ Children are exposed to multiple perspectives and values.
¨ There are no negative stereotypes of the represented groups.
¨ The lifestyles of the characters are genuine and complex not oversimplified or
generalized.
¨ The characters use speech that accurately represents their culture and oral traditions.
¨ The author and/or illustrator are a part of the group represented.
¨ “Good” characters reflect a variety of backgrounds.
¨ There is diversity represented within cultural groups.
References:
http://www.adl.org/education/assessing.asp
http://ksumail.kennesaw.edu/~pjohnso3/pbkeval.html
http://www.newhorizons.org/strategies/multicultural/higgins/htm
Not This Turkey by Jessica Steinberg
Summary
Not This Turkey is a story about a German family who recently moved to New York City.
It is Thanksgiving, and they are unfamiliar with the American holiday until they care given a
turkey. When they find out they cannot actually eat their turkey, they incorporate their own food
customs to make the holiday their own.

This book is appropriate for children who are four to eight years of age.
Three Key Words

• Thanksgiving
• Traditions
• Turkey

This book promotes inclusiveness because it features a family living in America who is
not are not familiar with American holiday traditions. It also mentions mix of American,
German, Italian, and Irish traditions.

I would use this book during a study of family life, customs, and traditions. It offers a
mix of American, German, Italian, and Irish traditions. After doing a read aloud, I would have
my students draw pictures of their family traditions and then dictate it to me so I can write it
down for them and include it with their picture.
SOL’s (Building Blocks)

• Virginia Physical and Motor Development Foundation Block 1 – Skilled Movement
• The child will build body awareness, strength, and coordination through
locomotor activities, non-locomotor activities, and manipulative skills
Not This Turkey by Jessica Steinberg

*Items that apply to this book are highlighted in yellow
The story:
The illustrations:


generalized.
References:
Tar Beach by Faith Ringgold
Summary
Cassie, a young black girl living in Harlem dreams of flying over New York City at
night. From the sky, she can see her family down below on a rooftop, and everything that she
dreams for them to have.

This book is appropriate for children who are five to eight years of age.
Three Key Words

• Dream
• Flying
• Bridge

This book brings attention to, but does not promote, certain injustices towards to African
American and Native American communities. It promotes justice because the young girl in the
story dreams having everything her family could ever need or want. ‘

I would use this book during a study of Civil Rights or during Black History Month.
After a read aloud, I would ask the children to reflect of the experience of the little girl and her
family from the story. We would have a class discussion about their thoughts and comments.
SOL’s
Tar Beach by Faith Ringgold

The story:
The illustrations:


generalized.
References:
Pink Paper Swans by Virginia Kroll
Summary
A young black girl named Janetta befriends a Japanese woman named Mrs. Tsujimoto
who makes and sells origami animals. Janetta is fascinated by the ancient art, and when Mrs.
Tsujimoto can no longer make origami because of arthritis, Janetta helps her continue.

This book is appropriate for children who are five to ten years of age.
Three Key Words

• Origami
• Friendship
• Swans

This book promotes inclusiveness because it depicts the friendship between to people of
different ethnic backgrounds.

I would use this book during an exploration of art forms in different cultures. I would do
a read aloud and have a class discussion about the book. I would also try to find a community
member who has knowledge of origami and invite them to come and show us a bit about it.
Ideally, the guest would be able to show us some simple origami that the children would be able
to do themselves.
SOL’s
Pink Paper Swans by Virginia Kroll

The story:
The illustrations:


generalized.
References:
Latkes, Latkes Good to Eat: A Chanukah Story by Naomi Howland
Summary
In a poor village in Russia, a young girl helps an old woman and in return is given a
magic frying pan to help feed her starving family during Chanukah. Only the girl is supposed to
know how to use the frying pan, but her brothers think they’ve got it figured out. Together, the
brothers accidentally make enough latkes to feed the whole town, and everyone ends up with
plenty to eat.

This book is appropriate for children four to seven years of age.
Three Key Words

• Chanukah
• Food
• Generosity

If used to during a study of different cultures, this book would promote inclusiveness
because it features a culture that may not necessarily be the norm in the classroom in which it is
used.

I would use this book during a study of foreign/diverse foods. After doing a read aloud, I
would have my students work together to make their own latkes.
SOL’s
Latkes, Latkes Good to Eat: A Chanukah Story by Naomi Howland

The story:
The illustrations:


generalized.
References:
My Mom Loves Me More Than Sushi by Filomena Gomes
Summary
This book is about a girl who cooks and eats foods from all around the world with her
mother.

Three Key Words

• Food
• Mom
• Love

This book promotes inclusiveness because it features foods from many different
countries. All of the foods/countries in the book are represented equally.

I would use this book during an exploration of foreign/diverse foods from around the
world. I would do a read aloud, and then discuss with the children if they have tasted any of the
foods in the story before. As a class, we would make some of the foods that are featured in the
book.
SOL’s

My Mom Loves Me More Than Sushi by Filomena Gomes
The story:
The illustrations:


generalized.
References:
Narseen’s Secret School by Jeanette Winter
Summary
Narseen is a young girl living in Herat, Afghanistan, where the Taliban has taken over the
government. Because Narseen is a girl, she is not allowed to go to school, so she attends a school
in secret. Though she is sad over the loss of both of her parents, she slowly opens her mind to a
whole new world of knowledge.

This book is appropriate for children who are six to nine years of age.
Three Key Words

• School
• Afghanistan
• Secret

This book interrupts injustice because it features a girl who overcomes her oppression. It
is also inclusive because it is about a culture that is drastically different from our own here in
America.

I would use this book to talk about how other nations around the world learn and go to
school differently than we do here in the United States. After doing a read aloud, I would give
the children time to journal their thoughts on Narseen’s situation, and how they might feel if they
were in her shoes.
SOL’s
• Virginia Literacy Foundation Block 1 – Written Expression
• The child will writie using a variety of materials

Narseen’s Secret School by Jeanette Winter
The story:
The illustrations:


generalized.
References:
Josephina by Jeanette Winter
Summary
Josephina is counting book about a woman in Mexico who grew up making clay figures
with her parents. After her parents die, Josephina continues to make clay figures to fill her world
with life, incorporating numbers 1 through 10.

This book is appropriate for children who are four to seven years old.
Three Key Words

• Mexico
• Clay
• Counting

This book in inclusive because it features a culture that is drastically different from our
own here in America.

I would incorporate this book into a lesson on counting numbers from one to ten. After a
read aloud, I would have the children draw their own versions of Josephina’s clay figures,
making the appropriate number of each figure.
SOL’s
• Virginia Mathematics Foundation Block 1 – Number and Number Sense
• The child will count with understanding, and use numbers to tell how many,
describe order, and compare

Josephina by Jeanette Winter
The story:
The illustrations:


generalized.
References:
Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson
and Sean Qualls
Summary
A disabled boy from Ghana, Africa has a dream to ride his bike across his country. He
accomplishes his goal and proves to the world that having a disability does not make you unable.

This book is appropriate for children aged four to eight years.
Three Key Words

• Disability
• Dream
• Perseverance

This book promotes social justice because it features a boy who overcomes his disability
to accomplish whatever he sets his mind to. It also features a culture and ethnic group that is far
different from what we usually have here in America.

I would use this book during a study of Africa. After doing a read aloud, we would find
Ghana on the map of Africa, and discuss how much harder Emmanuel’s journey must have been
for him because he was disabled and in a developing country.
SOL’s
• History and Social Science Foundation Block 3 – Geography/Location
• The child will develop an increased awareness of the physical relationship
between and among people and places

Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson
and Sean Qualls
The story:
The illustrations:


generalized.
References:
Big Anthony: His Story by Tomie Depaola
Summary
A large Italian boy named Big Anthony is always causing trouble at home, so when he is
big enough, he ventures out to try and earn a living on his own. He travels all over Italy until he
finally reaches Strega Nona’s house.

Three Key Words

• Italy
• Trouble
• Journey

This book promotes inclusiveness because it features a boy who lives in a country with a
culture different from ours.

I would use this book during a study of Europe. After doing a read aloud, we would have
a class discussion about how Italy, as depicted in the book, is similar and/or different from
America.
SOL’s
• History and Social Science Foundation Block 3 – Geography/Location
• The child will develop an increased awareness of the physical relationship
between and among people and places

Big Anthony: His Story by Tomie Depaola

The story:
The illustrations:


generalized.
References:

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ELED

310 - Multicultural Text Set Kendra Carrier

We Came to America by Faith Ringgold

Appropriate Age Level

Three Key Words

How does this book promote or interrupt injustice, isms, or inclusiveness?

Recommended Use for the Book

SOL’s (Building Blocks)

Quality Children’s Picture Book Checklist

We Came to America by Faith Ringgold

*listed items that apply to the book are highlighted in yellow

¨ are accurate in terms of setting, plot, and characters.

¨ Characters represent a variety of cultural groups.

Not This Turkey by Jessica Steinberg

Appropriate Age Level

Three Key Words

How does this book promote or interrupt injustice, isms, or inclusiveness?

Recommended Use for the Book

SOL’s (Building Blocks)

Quality Children’s Picture Book Checklist

Not This Turkey by Jessica Steinberg

*Items that apply to this book are highlighted in yellow

¨ are accurate in terms of setting, plot, and characters.

¨ Characters represent a variety of cultural groups.

Tar Beach by Faith Ringgold

Appropriate Age Level

Three Key Words

How does this book promote or interrupt injustice, isms, or inclusiveness?

Recommended Use for the Book

Quality Children’s Picture Book Checklist

Tar Beach by Faith Ringgold

*Items that apply to this book are highlighted in yellow

¨ are accurate in terms of setting, plot, and characters.

¨ Characters represent a variety of cultural groups.

Pink Paper Swans by Virginia Kroll

Appropriate Age Level

Three Key Words

How does this book promote or interrupt injustice, isms, or inclusiveness?

Recommended Use for the Book

Quality Children’s Picture Book Checklist

Pink Paper Swans by Virginia Kroll

*Items that apply to this book are highlighted in yellow

¨ are accurate in terms of setting, plot, and characters.

¨ Characters represent a variety of cultural groups.

Latkes, Latkes Good to Eat: A Chanukah Story by Naomi Howland

Appropriate Age Level

Three Key Words

How does this book promote or interrupt injustice, isms, or inclusiveness?

Recommended Use for the Book

Quality Children’s Picture Book Checklist

Latkes, Latkes Good to Eat: A Chanukah Story by Naomi Howland

*Items that apply to this book are highlighted in yellow

¨ are accurate in terms of setting, plot, and characters.

¨ Characters represent a variety of cultural groups.

My Mom Loves Me More Than Sushi by Filomena Gomes

Appropriate Age Level

Three Key Words

How does this book promote or interrupt injustice, isms, or inclusiveness?

Recommended Use for the Book

Quality Children’s Picture Book Checklist

*Items that apply to this book are highlighted in yellow

¨ are accurate in terms of setting, plot, and characters.

¨ Characters represent a variety of cultural groups.