Childrens Books Analysis Project Gender issues: Sky High by Marissa Moss. Illustrated by Carl Angel.

. Published by Tricycle Press in 2009. This book would be appropriate for 1st through 3rd graders in discussing traditional gender roles for women. This book is based on the true story of Maggie Gee, a Chinese-American woman who became one of the WASP pilots during World War II. The message of the story is that when you work hard you can accomplish your dreams even when others dont believe you can do it. The pictures are very colorful and depict both American and Chinese culture. One positive aspect of the book is that it encourages kids to make big dreams for their future and to work hard. The book is very well done and the only caution I would have is there is a picture of airplanes crashing and falling into the ocean. The teacher would need to be prepared to discuss questions about war that the children may ask. One thing I would add to the book is a description of what roles were traditional for women during that time. At the end of the book there is a page that gives more historical background and it indicates that out of the 25,000 women applicants only 1,830 were accepted into flight school. I would include this book in my library because it covers both gender and racial issues. This book could be used in a study of World War II or simply as a spring board to discuss gender roles. Not All Princesses Dress in Pink by Jane Yolen and Heidi E. Y. Stemple. Illustrated by Anne-Sophie Languetin. Published by Simon & Shuster Books for Young Readers in 2010. This book would be appropriate for Kindergarteners through 3rd graders in challenging traditional gender roles for females. The book affirms that girls can be active, do sports, manual work, and get dirty. This book communicates that all girls are princesses and dont have to fit the mold of being prim and dainty. It also indicates that girls should do what they

enjoy. One negative is that one page seems to suggest that it is okay not to use table manners. I think that boys and girls need to use table manners. The illustrations are bright and whimsical and show girls having fun and being industrious. Every other page of the book mentions that the girls wear a sparkling crown. I understand that this is to emphasize the point that all girls are special but I believe there are more effective ways to communicate that to a child. That is one thing I would change about the book. This book has a good message for girls overall and I would probably have it in the classroom. But because it addresses only girls I would probably find a different book that addresses gender roles for both boys and girls that I could use with the whole classroom. Multiculturalism: Gods Dream by Archbishop Desmond Tutu and Douglas Carlton Abrams. Illustrated by LeUyen Pham. Published by Candlewick Press in 2008. This book would be good for children between preschool and 1st grade in learning how to deal with other cultures. The message of the book is that we should look beyond differences and treat others with kindness and respect because we all belong to Gods family. The illustrations show kindergarten age children from different ethnic groups playing together, greeting one another, and participating in different forms of worship. It also shows kids resolving conflict during play. The pictures have a soft and appealing look. I like the promotion of peace, respect, and friendship among people of different ethnic groups which is supported in the book. However, I disagree with the authors presentation that all religions pursue the same God. I think the only change I would make would be to remove the page that portrays all religions as equal which I do not think is necessary to the message of the book. I think I would include this

book in my class library because it depicts children of all different backgrounds accepting one another and learning from one another. People Who Help Us by Rebecca Rissman. Published by Heinemann Library in 2010. This book would be best for Kindergarteners and 1st graders in learning about the roles of individuals in communities around the world. The book defines what a community is and then talks about important people in the community such as doctors, police officers, teachers and construction workers. The book is filled with photographs of living people from different countries and backgrounds. For example, there is a picture of a traditional teacher in an African tribal community and a female doctor in an industrialized country. I like the use of photographs because they are realistic and could introduce children to a world they have never seen. The book is very informative for beginning readers and includes a glossary at the back to help with vocabulary development. One positive of the book is that it shows a variety of cultural experiences. However, one short coming is that the book does not show those different cultures interacting with one another. One change I would have made to the book is to include pictures of multicultural communities. This book is well done but I think there are other books that do a better job of portraying multiculturalism. For that reason, I would probably not include this book in my classroom library. Cultural myths, legends, activities, celebrations, holidays: Max Celebrates Cinco de Mayo by Adria F. Worsham. Illustrated by Mernie GallagherCole. Published by Picture Window Books in 2009. This book is perfect for preschoolers on addressing cultural celebrations or holidays. It tells the story about a boy named Max who spends the day celebrating Cinco de Mayo with his friend Jose and his family. It describes some of the traditions that Mexicans may do on this holiday, such as eat ethnic food, hold

parades, and play with piatas. I believe the message of the book is that it is fun to learn about new cultural celebrations. I think the author does a good job of introducing young children to Cinco de Mayo. One positive is that the book is short and the students would be able to identify with the young children portrayed in the story. One negative of this book is that the author does not give any historical background describing why Mexicans celebrate Cino de Mayo. The illustrations are very colorful which will help hold the attention of young children. The illustrations also demonstrate racial diversity. Max is African American and Jose and his family are Mexican. If I could change the book I would add short explanations about why Cinco de Mayo is celebrated. I would include this book in my classroom library because it would be a good way to introduce a unit on Mexican history or culture in a preschool or kindergarten classroom. The Best Eid Ever by Asma Mobin-Uddin. Illustrated by Laura Jacobsen. Published by Boyds Mills Press in 2007. This book would be appropriate for 1st through 3rd graders in addressing cultural celebrations or holidays. This is a fictional story about a girl named Aneesa as she celebrates the Muslim holiday Eid in the United States with her grandmother while her parents are on a holy pilgrimage. Aneesa and her grandmother meet a poor Muslim refugee family and decide to share what they have so that their friends can have a special holiday. The message of the story is about generosity and showing kindness to people in need. One thing I like about this book is that it has an interesting story line and presents a message that is relevant to children of all ages and cultural backgrounds. Another helpful feature of the book is that there is a short glossary and brief historical description on the last page. One negative aspect of the book is that it only depicts people of Middle Eastern descent. If I could change the book, I would have included the parents experience of the

pilgrimage in the story. I think the illustrations help capture the emotions and culture depicted in the story very well. I would include this book in my classroom library because it would give children the opportunity to learn a little about a Muslim holiday that is not as well-known as Ramadan. Families with diverse lifestyles: Star of the Week: A Story of Love, Adoption, and Brownies with Sprinkles by Darlene Friedman and Roger Roth. Illustrated by Roger Roth. Published by The Bowen Press in 2009. This would be a good book for kindergarteners through 3rd graders in learning about adoption. The story is about Cassidy-Li who was adopted from China. She is preparing a special poster about herself that she will present to her class during her turn to be star of the week. She reminisced about her life in America and thought about China and her birth parents. She worries about the questions her friends might ask about adoption but her parents comfort her. All her friends love her presentation. The message of the book is that families are families and it doesnt matter how they are formed. It also communicates it is okay to be sad sometimes but you should never be ashamed of being adopted. The book is very good for helping students understand the feelings of someone who has been adopted. I could not think of anything negative about the book or anything I would change. The illustrations are well done and capture the ups and downs of Cassidy-Lis emotions. I would most definitely include this book in my classroom. I could read it to the class and then let my students take turns being star of the week so we learn about each student and their family. A Day with Dad by Bo R. Holmberg and illustrated by Eva Eriksson. Published by Candlewick Press in 2008. This story would be appropriate for 1st through 3rd graders. The story is about a boy named Tim who gets to spend the day doing fun stuff with his dad who

does not live with him. They think the world of each other and feel sad when they have to part ways at the end of the book. The message of the book is that even though Tims dad cant be around all the time he still loves him very much. The illustrations are soft and dull colored and have a sort of melancholy feel. One positive of the book is that it emphasizes the importance of the father and child relationship and is honest about the sadness that comes with the separation. Also, the book ends with hope for Tim, knowing that he will get to see his dad again soon. One negative is that Tims mother and father do not interact at all in the story and leads the reader to believe that they are not on good terms with each other. Although this may be very realistic I see it as being potentially hurtful to the child. If I could change the book I would at least have the parents say hello and good-bye to each other. I think this would be an important book to include in the classroom. Not because it is particularly pleasant but because divorce and separations are extremely common and children may want to talk about these experiences. However, I would include other books about this topic that address other scenarios of separation not related to bad relationships, such as a parent who serves in the military or is separated from the family due to his job. Families/children from diverse socioeconomic backgrounds: Kids During the Great Depression by Lisa Wroble. Published by PowerKids Press in 1999. This book would be appropriate for 1st through 4th graders on discussing poverty in America during the Great Depression. The book is set up like a documentary and uses photographs from the 1930s. It describes what it was like for a boy named Andy and his family who lived through the Great Depression. It describes how they had to move to a smaller house, eat less food, mend what little clothing they had, and find ways to entertain themselves without toys. This book is simply educational and tries to give children a basic idea of what it would have

been like to live during that time without being too graphic. One positive is this book discusses multiple aspects of life that can be affected through poverty and it includes a glossary in the back for vocabulary development. One negative is that because the book is based in history about 80 years ago it may not help children to be able empathize with those who are living in poverty today. Also, I would add to the book pictures of African Americans and other ethnic groups who lived through the depression so children could understand that it wasnt just Caucasians living in America during this time period. This is a good book about the Great Depression and I would include it in my classroom. I would probably use it in a lesson on American History during the 1930s or in a discussion on economics. However, there are probably other books that would better address different socioeconomic classes for children that are based in modern history. One Hen: How One Small Boy Made a Big Difference by Katie Smith Milway and illustrated by Egenie Fernandes. Published by Kids Can Press in 2008. This book would be appropriate for 1st through 4th graders in learning about poverty in other cultures. This book is based on a true story about a boy who was able to get his family and ultimately his village in Ghana out of poverty by working hard and raising chickens. The message of the story is that anyone can succeed if they are willing to use their brain and be industrious. The illustrations are brightly colored and reflect African culture. The pictures are arranged in a collage style. The back of the book includes a short biography about the man the book is based on, as well as brief explanations of similar stories that have occurred in other countries around the world. There is also a helpful glossary in the back. I like the book because it has a positive message about working hard and being smart. It also talked about valuing education and helping others. One negative is the book did not spend a long time discussing the

hardships the boy and his family faced before showing how raising chickens got them out of poverty. I would have added more about what life was like before the boy had his grand idea. I would include this book in my classroom and we could use it to talk about life in an African village verses an industrialized city, or economics (loans, earning money etc.).

EDUC 2301: Childrens Book Analysis Project Assessment Rubric Student Name: Levels of Mastery Standards Meets or Exceeds All Expectations Student provided thorough and specific written opinions of each book, including one positive and one negative observation for each and identifies age group each book targets. (9-10 pts.) Student explained specifically and thoroughly, whether or not he/she would like to include each book in his/her classroom library and how it relates to diversity. (9-10 pts.) Student described specifically and thoroughly one way in which he/she would either add to or change each of the ten books. (5 pts.) 4. b. Students know, understand, and use effective approaches, strategies, and tools for early education. 4. d. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes. Student described specifically and thoroughly, in writing, his/her opinion of the illustrations in each book. (9-10 pts.) Student described specifically and thoroughly, in writing, his/her understanding of each books message. (9-10 pts.) Student selected and reviewed two books in the category of Gender Issues. (5 pts.) Student selected and reviewed two books in the category of Multiculturalism. (5 pts.) Student selected and reviewed two books in the category of Cultural Myths, etc. (5 pts.) Student selected and reviewed two books in the category of Diverse Lifestyles. (5 pts.) Student selected and reviewed two books in the category of Diverse Socioeconomics. (5 pts.) Supportive Skills Supportive Skill 3: Strong skills in written and verbal communication (punctuation, capitalization, grammar, spelling) Meets or Exceeds All Expectations Student wrote a minimum halfpage, double spaced review of each book with few to no English mechanics errors. (9-10 pts.) Student brought each book to class and discussed his/her review of each book. (9-10 pts.)
Supportive Skill 5: Identifying and using professional resources; knowing how to identify and use credible

Semester:

Meets Most Expectations Student provided written opinions of at least 6 books, including one positive and one negative observation for each. (7-8 pts.)

Meets Few or No Expectations Student did not provide adequate written opinions of at least 6 books. (0-6 pts.)

Student SelfAssessment

Instructor Points

1. b. Students know and understand the multiple influences on development and learning.

10

1. c. Students use knowledge of development to create healthy, respectful, supportive, and challenging learning environments.

Student explained whether or not he/she would like to include each book in his/her classroom library. (7-8 pts.) Student described one way in which he/she would either add to or change each of the ten books. (3-4 pts.) Student described, in writing, his/her opinion of the illustrations in each book. (7-8 pts.) Student described, in writing, his/her understanding of each books message. (7-8 pts.) Student selected and reviewed one book in the category of Gender Issues. (3-4 pts.) Student selected and reviewed one book in the category of Multiculturalism. (3-4 pts.) Student selected and reviewed one book in the category of Cultural Myths, etc. (3-4 pts.) Student selected and reviewed one book in the category of Diverse Lifestyles. (3-4 pts.) Student selected and reviewed one book in the category of Diverse Socioeconomics. (3-4 pts.)

Student rarely explained or did not adequately explain whether or not he/she would like to include each book in his/her classroom library. (0-6 pts.) Student rarely described or did not adequately describe one way in which he/she would either add to or change each of the ten books. (0-2 pts.) Student rarely explained or did not adequately explain his/her opinion of the illustrations in each of the books. (0-6 pts.) Student rarely or not at all described, in writing, his/her understanding of each books message. (0-6 pts.) Student did not select and/or review any books in the category of Gender Issues. (0-2 pts.) Student did not select and/or review any books in the category of Multiculturalism. (0-2 pts.) Student did not select and/or review any books in the category of Cultural Myths, etc. (0-2 pts.) Student did not select and/or review any books in the category of Diverse Lifestyles. (0-2 pts.) Student did not select and/or review any books in the category of Diverse Socioeconomics. (0-2 pts.)

10

10

Meets Most Expectations Student wrote a minimum half-page, double spaced review of each book with less than 7 English mechanics errors. (7-8 pts.) Student brought at least 6 books to class and discussed his/her review of each book. (7-8 pts.) Student provided a written synopsis of each book, including the title, author, publication year, name of

Meets Few or No Expectations Student did not write a minimum halfpage, double spaced review of each book and/or with less than 7 English mechanics errors. (0-6 pts.) Student brought fewer than 6 books to class and/or did not discuss his/her review of each book. (0-6 pts.) Student rarely or did not at all provide a written synopsis of each book, including the title, author, publication

Student SelfAssessment

Instructor Points

10

10

Student provided a written synopsis specifically and thoroughly of each book, including

10

professional resources from multiple sources, allowing students to better serve children and families with a wide range of cultures, languages, needs, and abilities

the title, author, publication year, name of publisher, intended age for books target audience. (9-10pts.)

publisher, intended age for books target audience. (7-8 pts.)

year, name of publisher, intended age for books target audience. (0-6 pts.)

TOTAL (100 Points Possible):

97

Professor Comments:

10