Multicultural Text Set

Jaclyn Fulk 9/8/18

The Magic Brush ​by: Kat Yeh

In ​The Magic Brush​ the main character, Jasmine, and her little brother, Tai-Tai have their
grandfather, Agong, move in with them. Jasmine is often lonely when her brother naps except
for one day when Agong introduces her to Chinese painting. Together they go on a on many
magical adventures. Their adventures include exploring Chinese culture and takes place daily
throughout the summer. One day Agong becomes sick and dies, leaving Jasmine crushed. As
the book draws to a close Jasmine notices that Tai-Tai no longer sleeps through his nap and
she teaches him, just as Agong had taught her, to use his imagination with painting and in their
magical adventures they meet up with Agong once again.
Evaluation of the Book:​ Overall, this book provided a delightful insight into a
Chinese-American household. As is typical is most cultures, the grandfather comes to live with
the family and then passes down the ancient tradition of Chinese art to the children. Through
their paintings the reader is exposed to other aspects of the Chinese culture, such as food,
animals and dress. Each page also includes the Chinese symbol for certain keywords on that
page. This book provides enough information to be informative, but not so much information that
it overwhelms the young reader.
Recommended Use for the Book:​ This book is appropriate for kindergarten students and
address the K.7 SOL because the story talks about multiple aspects of the Chinese culture such
as food, dress and family relations. Three keywords that represent characteristics or themes in
this book are: tradition, family and culture. All of these themes are addressed not only through
the words of the story, but also through the pictures. This book could be implemented during the
discussion of handwriting and how the alphabet and word formation vary depending on where
you are from. Children could use paints to come up with their own symbol for a word and we
could discuss why they chose that symbol. In the story the kid’s talk about eating moon cakes,
which is part of the Chinese culture. The teacher could find the moon cake recipe and make
them with the kids. This would address math, in measuring out the ingredients and reading in
following the recipe.

Mice and Beans​ by Pam Munoz Ryan

The book ​Mice and Beans​ is about a Hispanic grandmother who is trying to plan the perfect
birthday party for her granddaughter. She spends a lot of time and effort planning the menu,
getting the house ready and buying the present, all the while setting mouse traps because,
there is absolutely no room in her house for a mouse. As the story continues day by day the
mice help Rosa Maria get her house ready for the birthday party but, when she realizes she has
mice in her house she almost sets another mouse trap. She has a flashback from the week and
recalls that she may have had some help getting her house ready, could it have been from the
mice? Rosa Maria decides that there is room in her house for a mouse after all. This book is
appropriate for kindergarten through first grade. Three keywords that represent themes in this
book are family, food and fun. The whole book is centered around the grandmother getting her
house ready for the family and planning a big meal to celebrate her granddaughter’s birthday.
Evaluation of the Book: ​Overall I felt like this book may over-generalize the Hispanic culture. It
talked about a big family coming to a small house, eating rice and beans and having a pinata for
the children to hit. All of these things are things that are stereotypically thought of when we think
of a Hispanic household. The use of mice in the book could be taken to insult that the lady’s
house was dirty and thus could be negatory toward the Hispanic culture. However, since this is
a children’s book it would be hard for the author to really go into great detail about the Hispanic
culture. I believe she was trying to use foods and festivities that a lot of kids can relate to when
writing a light hearted story, and those things are a part of Hispanic culture.
Recommended Use for the Book: ​This book incorporated lots of Hispanic words that could be
used in a classroom lesson on language. If there are other languages or dialects of Spanish
represented in the classroom that would be a good opportunity to let those kids share with the
class some of their language.
This book could be used to help implement the English 1.9g SOL by the children working in
groups to break the story down into the beginning, middle and end, then re-convening as a
class to talk. It also addresses the English K.2 SOL as it does help increase the vocabulary of
students, especially if you talk about the Spanish words and then give other English Language
Learners a chance to share their words with the class.

Grandfather’s Journey​ by Allen Say

The author of this book details his grandfather’s journey from Japan to the United States with
him finally settling in California. The grandfather eventually returns to Japan and marries, then
returns to California to raise his family. When the daughter is almost grown the family goes back
to Japan and settles in the city where the daughter marries and has a son. World War I starts
and destroys the grandfather’s village. He wishes to return to California, but passes away before
he can. In the end the grandson moves to California and finally gets to see the splendor of
California that his grandfather so often referenced.
This book is appropriate for first graders and possibly second graders. Three words or
characteristics that represent themes in this book are: immigration, tradition and family. The
grandfather travels back and forth between his home country and the United States, always
longing for the other country and struggling with where he belongs. In the end he seems to
always pick where he feels his family has the best opportunity.
Evaluation of the Book: ​The author did a good job at discreetly portraying the trials and
tribulations of immigrants. He doesn’t explicitly state them but it is implied by how the
grandfather always longs to go back and forth. The author talks about the grandfather changing
his clothes to look European when he travels on the boat across the ocean and in the
illustrations he does look very European once he arrives to the United States. I was surprised in
the book when the author says how the Grandfather met lots of new people of all skin colors.
The picture has several men shown and even the African American man is well represented in
the book in a suit and tie. No women are pictured except for the wife and the daughter.
Recommended Use for the Book: ​This book could be used to help portray to students the
internal struggles that some immigrants face. The reader gets the feeling that the grandfather
never really feels at home in either his home country or in California; as soon as he is in one
place he wishes he was in the other. It could also be used to discuss World War I since it
addresses the grandfather’s village being destroyed and there is a noticeable difference in the
clothing of the people pictured during war time versus before the war. It could evoke a
discussion of the effects of war.
The Standards of Learning that could be associated with this book are History 1.5 pertaining to
geography and the compass, as well as History 2.6 also pertaining to geography and
2.10 pertaining to scarcity and choices. As a classroom project the students could map out the
grandfather’s journey from Japan to California discussing the map directions and how to use a
compass. The teacher could also briefly discuss the mode of transportation then (boat) versus
the mode of transportation now (plane). The History SOL 2.10 could be applied when talking
about the war and how different the clothing and village looks. The people were bombed and
things became scarce.

The Colors of Us​ by Karen Katz

The Colors of Us​ is about a young girl who argues with her mom that everyone has the same
brown skin color. Her mom takes her for a walk through the neighborhood and points out each
person's unique shade of brown. In the end the girl realizes they are all different and unique.
This book is appropriate for Pre-K through Kindergarten students. Three words or
characteristics that represent themes in the book are: community, race and individuality. The girl
is able to take a walk through her community and see people that she interacts with on a daily
basis in a different light but actually seeing their race as being different, instead of all brown.
Each person is an individual and is special because of their differences which makes up their
diverse community.
Evaluation of the Book: ​Overall I really enjoyed this book. It did gloss over the differences
between races a little, in that everyone looked happy and life was great in the book. All the
illustrations showed folks with the same shaped face and eyes and friendly smiling face. Also all
the really dark skinned people pictured had black hair, as if a really dark skinned person couldn’t
have light colored hair. Both boys and girls were pretty equally mentioned in the book. I found it
slightly strange that the different skin shades were often referenced in relation to food. For
example, cocoa brown, butterscotch and chili powder.
Recommended Use for the Book: ​This book is a good teaching tool to show how everyone is
a shade of brown, but they are their own special shade and that is a part of what makes them
who they are. It address the English Kindergarten Standards of learning for K.2 that says
students should start learning to use words to describe color and English K.6 that says students
should start to learn that printed materials have meaning. It also addresses the Pre-K history
block 1.a that deals with how people are alike and different as well as the Pre-K personal and
social development block 1.c that states students should respect the differences of others.
In the classroom this book could be read before the students do a project creating themselves. I
immediately thought of my practicum classroom after reading this book because the teacher is
having the students make themselves. They were only working on their faces when I was there,
but she was having them match their skin color to the different brown pieces of construction
paper. After reading this book I immediately thought how great this book would have been to
read before an activity like that. The teacher could even bring in some of the food discussed to
really show all the different shades of brown.
Speak English For Us, Marisol​! By Karen English
Marisol is a young Hispanic-American girl who is in a hurry to get home from school to see if her
cat has had kittens yet. However, as she hurries home she is constantly called upon by other
Hispanic people in her community to help them translate conversations, fill out applications and
go to the store with her mom.
This book is appropriate for first or second grade students. Three words or characteristics that
represent themes in this book are: community, bilingual and youth responsibility. Marisol is
such a vital part of her community because she is bilingual and can help both her Spanish
speaking neighbors and her English speaking neighbors negotiate with one another. As a kid
she has a lot of responsibility with this task, but I feel like a lot of bilingual kids are faced with
that problem.
Evaluation of the Book: ​Overall I thought this book did a good job at portraying the community
well. It over-simplified the community a little, in that it made it seem like all Hispanic Americans
live next to each other. But the Hispanic Americans that were portrayed varied from a chicken
shop owner, to a neighbor going to college and even her mom taking English classes. I liked the
way it did not make it seem like all Hispanics have lower income jobs. The people all had
different facial expressions based on the situation that was being described.
Recommended Use for the Book: ​This book could have a lot of value in a diverse classroom. I
feel like a lot of kids could identify with Marisol, because they are often the go-between for their
parents, etc and an English speaker. This book addresses the first grade English SOL in the 1.9
section under C, making predictions D, relating experiences to the main idea and G using the
beginning, middle and end to retell the story. Because Marisol gets called upon by someone
different on each page it would be easy for the kids to make predictions on what is going to
happen next and many could probably think of a time that they experienced having to help an
adult, like Marisol. Even if students haven't had to help an adult with language I think most
students could recall a time when their parents or guardians have asked them for help to do
something. This story is a well laid out story, so I think kids could decipher the beginning, middle
and end. Some of the second grade SOLs this book addresses is similar to the first, like English
2.8 asks the students to make predictions, compare experiences and compare character setting
and important events. English SOL 2.6 could also be used, which asks kids to use context clues
to read. The pictures in this book are very good, so I think a teacher could simply ask the
children as she, or they, are reading the book to use context clues to read and make predictions
about what they feel is coming next. They could then discuss their predictions on what is going
to happen next. Will Marisol ever make it home to see if her cat has had kittens? Another
activity they could do is draw a picture and write about a time they were asked by an adult to
help. What were they asked to do and how did that make them feel?

Listen to the Wind ​by: Greg Mortenson and Susan L. Roth

The children of Korphe, a small mountainous town, in Pakistan live a very subsistence lifestyle.
They gather food, make their own clothes, toys, etc and have school outside using sticks and
dirt to write with. One day an American nurse climbing the nearby mountains gets lost and is
taken in and nursed back to health by the people of Korphe. As repayment he brings supplies to
help the townspeople build the children a school. After the school is built, they have a steady
teacher and even a library. The children are very grateful for Greg’s contributions. This book is
recommended for grades pre-k through kindergarten. Three words or characteristics that
represent themes in this book are compassion, gratitude and hard work. Compassion is clearly
seen in this book by the way the people of Korphe so willing took Greg in and helped him get
well and he return wants to pay them back. All the townspeople are very grateful for Grey’s
contribution of the school, just as he is grateful for them taking care of him. In a culture that has
many tasks to get through the day, they add to that workload and help Greg build a school for
their children. All of their boards are carried by hand and nailed by hand, as well as their cement
mixed by hand.
Evaluation of the book: ​This book is based off of true events. I overall really liked the story.
Often times the main character is portrayed as the “American savior” who brings about a big
change in an underdeveloped area and is then a hero. This book didn’t have quite the savior
tone that some books do, but more made it seem like the main character owed the town a favor.
The pictures in the book were made to look like Pakistani artwork and were very interesting.
Recommended use for the book:
For pre-k this book addresses the foundation block history and social science block 1 which
discusses similarities and differences and foundation block history social science block 5 that
asks kids to role play the jobs of workers. After reading this book the kids could then break into
groups to be the workers to help build the school. Some kids could help design the bridge that
was first needed to get supplies to the town and some could work on actually building the
school. The teacher could provide the kids with popsicle sticks, string, etc that they could use to
simulate different construction jobs on a smaller scale. It also addresses the kindergarten
history K.10 SOL that talks about being a responsible citizen by taking turns, participating in
your community and having responsibility. All the townspeople portrayed this by coming
together to build the school for the children. It also address the English K.6 SOL that says
students should understand that printed stories have meaning and the K.10 SOL that is all
about nonfiction text. To help enforce that nonfiction is a true story, the kids could each think of
a story in their life when they were a good citizen and make a short book about it. This would
touch on both the English k.10 and the history k.10 SOL.

Whoever You Are ​by: Mem Fox

This book has very simple words with big meaning. It starts by describing all the way people are
different throughout the world: food, language, skin color, schools, etc and then it switches to all
the interior things that make us the same. This book is appropriate for kindergarten or first
grade. Three characteristics or themes that are present throughout the book are love, caring
and understanding. All different kinds of people are represented in this book. This would be a
good book to use when talking about the pillars of character in school because it could really be
tied to almost all of them.
Evaluation of the book: ​This book places special attention on making sure an array of
ethnicities, and genders are portrayed. The world is pictured multiple times to create a sense of
unity.
Recommended use for the book:
This book can be applied to the history k.10 SOL and history 1.10 which both addresses being a
good citizen. It also addresses the English 1.7 SOL that would like students to use semantic
clues to read, because this book repeats a lot of the same words, I think it would be good for
kids who are learning to read. This book spends a lot of time trying to get kids thinking about
who they are. The kids could use the six pillars of character to help describe who they are and
then share with the class.

Pink and Say ​by Patricia Polacco

Pink and Say are the nicknames of two main characters in this book. Set in the Civil War period,
both kids are sent off to fight in the war. Their paths cross when Say is severely wounded and
found by Pink laying in a field. Pink drags him to his mom’s house to be cared for. Pink’s mom
welcomes both boys into her home with loving arms, and a watchful eye, for if she is caught she
will be killed. The two boys form an unlikely friendship, since Pink is African American.
Eventually the two boys leave to return to their units but are captured and sent to Andersonville.
Say is released some months later and Pink was never seen again. This book is appropriate for
second or third grade, given that it is slightly violent and sad. Three characteristics or themes of
this book are friendship, adversity and love.
Evaluation of the book: ​This book takes a complex issue and does a good job at sorting it out
for the reader. The characters are well developed and both are true to their rolls. Even the
speech of the African American characters are written with an African American accent. The
house appears very simple, as it would have in that time period. The mother is killed by
marauders and Pink is killed at Andersonville, both true to what would have more than likely
happened to them. I found it surprising that Pink could read, but Say could not. Pink was taught
by his owner to read and Say never had the opportunity to learn.
Recommended use for this book: ​This book addresses the History SOL 3.13 that wants
students to understand different ethnic origins. The book could be used to talk about the Civil
War. The students could do a short report about different topics from the war like segregation,
etc and be required to use other outside resources like encyclopedias and other online
resources. This activity would cover the English SOL 3.11 and 3.7

Some Kids Use Wheelchairs b ​ y Lola M. Schaefer

This is a very basic book about children in wheelchairs and it discusses things they do like go to
therapy, swim, use ramps, etc. This book is appropriate for first grade readers. Three words or
characteristics that apply to this book is: informative, factual and helpful.
Evaluation of the book: ​This book is written for a young audience, but it does seem to over
simplify life in a wheelchair. I think the purpose is to show kids who are not handicapped, how
children who are in a wheelchair can do some of the same things they like to do. I think that it’s
important to try to make those connections but at the same time, over simplifying the situation
does a disservice to both groups. All the kids pictured in the wheelchair are smiling and having
fun. It paints a very rosy picture of life in a wheelchair, instead of showing that it is not always
easy and in fact can be quite frustrating.
Recommended use for this book:​ This book addresses the second grade health SOL​ ​2.1
which talks about students learning to accept themselves and others who have different
strengths, weaknesses and disabilities. I would show and read this book to my students. We
would then talk about people we may know who use a wheelchair and how this book shows the
good things, but also talk about the struggles that people have with using a wheelchair. I know
there are lots of groups who do disability awareness during the month of October and I would try
to do this then and ask for someone to come in and talk with my students about their disability
and how it affects them. I would then have my students do a writing activity on how being in a
wheelchair would change their daily life and share.

​ angari’s Trees of Peace​ by Jeanette Winter

W
In ​Wangari’s Trees of Peace J​ eanette Winter tells the story of Wangari Maathai’s life on a
children’s level. Wangari was born and raised in Kenya, where she spent a lot of time outdoors
enjoying the lush green flora. Wangari was given a scholarship to attend college in the United
States, but when she returned home to Kenya she noticed that the trees were being cut down.
The green flora that she loved as a child was rapidly disappearing, so Wangari started planting
trees. Her movement soon caught on as she educated other woman about trees and pretty
soon women all across Kenya were planting trees. Wangari faced many trials by the
government and men scoffing at women thinking they could make a difference, but she
continued with her work and soon the green trees of Kenya were back. This book is appropriate
for kindergarten through second grade. Three themes or characteristics that sum up this book
are standing up for your values, helping nature and helping the community.
Evaluation of the book: ​ After looking over the Higgins article this book does a good job at
sticking to the facts of the story. The characters lives and personalities are not over generalized
or oversimplified . The pictures are earthy and display the Kenyan culture pretty well. Being a
newer book by an author who often writes about different cultures I feel like she was careful and
critical of how she wrote the book to accurately display the trials and tribulations of Wangari’s
life.
Recommended use for the book:
This book addresses a lot of science SOLs including 2.5 which talks about living things as part
of a system and 2.7 which talks about weathering and erosion. The second grade SOL that I
would base my lesson off of for this book is the science 2.8 standard which talks about
explaining about how plants to produce oxygen, food and products we use. For our project I
would have the kid’s each plant a flower. Each week they will take measurements off the flower
and record them in a log book. Taking these measurements will help enforce the Math 2.11
SOL. The students can graph and chart the flowers growth until it is ready to take home. As a
class it would be cool if we could plant a tree in a local park, etc so the kids could feel involved
in creating a better a world.