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Refer to this sheet as you complete your multicultural literature critique paper (also known as
the Notable Books for a Global Society Project). Include two copies of this sheet with your
paper, one for you to complete a self-assessment before you turn in the paper, and one for my
assessment and comments. These are the minimum expected requirements. You may, of
course, exceed these expectations as you complete the assignment.
Name____________________________
Introduction
As the community is becoming more diverse every day, people should be able to present
and spread awareness of the history, traditions, and values behind multiple cultures to provide
others the opportunity of a rich cultural knowledge. In our enriched classroom, we have had the
context to grasp, unless the individual has lived or experienced some aspects in a specific
culture. Certainly, it would be such a great opportunity if everyone is able to travel across the
globe to connect with one another. However, sometimes this experience is not possible to
achieve, because not many individuals can attain traveling due to certain circumstances. It would
not be possible for everyone in the world to travel all around the world, and be embraced with
different cultures. Therefore, multicultural literature is the next best option because it provides a
From the usage of multicultural literature, young readers will understand that other
individuals in the world have so many great stories to tell all across the world (Lopez-Robertson,
2017, p. 48). No matter how much the individual lived differently, the readers begin to
understand that they are all humans who can tell stories about their lives to others. These books
will help give a “global outlook as well as understanding that members of the human family have
more similarities than differences” (Tunnell, 2015, p. 201). Each story from a different culture is
valuable and should be shared with others. We wanted to broaden our awareness of other
cultures and fully grasp this beautiful genre, so we chose a multitude of different cultural events
Purpose
The purpose of this project is to acknowledge and understand the cultural diversity in our
world by the usage of enhanced literature. Multicultural books can bring awareness and
appreciation of individuals who may seem different from the reader in a positive manner and
present the reader’s own culture, as readers are introduced to magnificent books from other
places in the world (Tunnell, 2015, pp. 200-201). With the usage of these books, readers are able
to be familiarized with the cultures that may be unfamiliar to them. These books need to also be
free of stereotyping, so that the book is respectful and reflects on the specific group of the
individual’s life (Lopez-Robertson, 2017, p. 49). For multicultural books, stereotyping is the
major subject we need to avoid, and sometimes that can be challenging, but authors must do
ample research. Tunnell states, “Cultural details need to represented accurately in literature”
(2015, p. 203), and later mentions for outsiders that they must, “...make concentrated efforts not
only to understand but also to inhabit a different cultural world, and they may indeed be able to
write with an accurate voice” (Tunnell, 2015, p. 203). This in turn shows that with a hefty
amount of research authors can attain a level of merit to write about other cultures. The purpose
of these books are not to divide cultures because of their differences, instead, it is to create a
bond between distinct cultures. It is a way to show a connection between different cultural
aspects.
We want to create a community that is accepting each person, no matter how much they
are different from one another. People are generally scared of being different, but in fact being
different crucial to individuality. As cultures are flowing through the passage of time, the
peoples’ duty is to accept others and celebrate diversity. Ironically, even though the world is
expanding to become a more multicultural world, there are conflicts in life that make it difficult
for people to be united into one population. The major conflicts the world has is due to the
population’s xenophobia, the “mistrust of fear of people who are strangers or foreigners”
(Tunnell, 2015, p. 201). Children may grow toward xenophobia, due to the environment they
lived and grew up in and if there is a lack of opportunity for them to learn. This is why the usage
of multicultural books is beneficial toward the society we live in today. With the usage of these
multicultural books, teachers and parents “...help children avoid the pitfalls of ignorance that
breed intolerance, hatred, and conflict” (Tunnell, 2015, p. 206). With using multicultural books
will slowly terminate ignorance, and those students will have an open mind.
individuals, but it can also help children of minority groups as well. The children who are in a
minority group need “...books that bolster self-esteem and pride in their heritage” (Tunnell, 2015,
p. 202). With the usage of these multicultural books, the students will be able to relate and
understand that it is okay to be different, compared to their peers. Especially when the
classrooms the students are in is not a diverse classroom, the students may have low confidence
or struggle with their identity if no one relates nor understand their culture; especially if the
students are bullied because of their differences. As Lopez-Robertson (2017) states in his article,
teachers should “...encourage students to connect their lives with schooling and asks teachers to
make this possible through the spaces and actual engagement opportunities they create in their
classrooms” (p. 49). The school community should be an accepting environment that children
Steps took
For the Notable Books for a Global Society Project, there were so many books that we
were able to choose from. At first, by looking at the long lists of books, we were overwhelmed
on how to choose eight potential books for our project. All the books had so many cultures
represented through, socioeconomic status, traditions, and history. Our goal was to pick a wide
range of time periods and events that would tell us about a differing portion of history and its
people. We agreed to choose books that portrayed multiple perspectives, books that encouraged
cultural awareness of specific cultures, and books that spread awareness on the calamitous events
of the past.
Surprisingly, we were interested in similar topics, especially on the historical novels that
were based on genocide. Hannah found a book that covered the Holocaust which interested her
because she had never seen a perspective of the the Hitler youth side at all. Grace found a book
about Stalin, based on a perspective of a young girl who was in imprisonment under the Soviet
Union. This book interested her, because she did not know much about Stalin compared to how
much she knew about Hitler. We faced some difficulties with finding specific books to read for
this project. Despite the many choices for our potential books from the lists, it was still relatively
hard for us to pick books that all revolved around a specific genre or theme. Compared to the list,
there were too many students who wanted to get books with similar themes. Especially when
there was only one physical copy of the book at the library. As a result of this challenge, we
began to meander away from what we had originally planned. We then decided to find different
themes other books covered, so that we had a wide range of selections. We began to think this
would be interesting, because of how many books in the lists covered different cultural aspects.
Fortunately, because we were able to look into books ahead of time, we were able to find books
As we found these two books that interested us, it helped us find other additional books
that interested us based on the various cultures presented. We began searching for other chapter
books, in which we found a poor white family living in Virginia, as well as a book utilizing two
children’s perspectives of Sudan. We then knew we wanted to find four picture books, in which
we found a book about a young slave boy who had a vast amount of courage to gain freedom.
This book offered insight into a devastating life that we would never be able to relate to but have
a better understanding of now that we have read it. Another book we found was about a Japanese
cat searching for the meaning of her name. We thought this was intriguing because the Japanese
culture was woven into each page, which is why we chose it as we wanted to know more about
Japan. The last book we chose was about a girl who wants to be like her family and wear a
malafa, and the reason we chose this is that it had beautiful illustrations, and I personally wanted
to know more about that particular cultural attire. The eight books we chose for this project were
Hyun-joo Bae’s New Clothes for New Year’s Day, Susan Campbell Bartoletti’s The Boy Who
Dared, Ellen Levine’s Henry’s Freedom Box, Reibstein’s Wabi Sabi, Sepetys’ Between Shades
of Gray, Ruth White’s Little Audrey, Kelly Cunnane’s Deep in Sahara, and Linda Sue Park’s A
Long Walk to Water.We chose our eight books carefully, as they each addressed a unique topic.
Definition
Grace:
Before I started this project, I thought multicultural books were generally based on
different cultural aspects. Despite that, I grew up in a multicultural area, and surprisingly I did
not know much about what multicultural books had covered. Generally, I interpreted
multicultural books in a narrow view. The community I grew up in during primary school only
brought in multicultural books for foreign language courses, learning a new culture, or holiday in
school. The little exposure I had in the past led to only knowing the culture I had been exposed to
or was familiar with. I believe the multicultural books that were covered were always the
cultures that were present in the classroom. If the students in the classroom had the specific
gave the readers information of foods they ate or clothes they wore. In reality, there were many
different aspects multicultural books had covered that I was not entirely exposed to. I did not
know that books about the tragedy behind the history were considered multicultural books. I
always believed that historical books and multicultural books were a separate genre. Now, after I
completed this project, I began to understand the importance and presence of the multitude of
culture in this genre. The reason of this is because there are so many details that these books
cover in all the various cultures. Multicultural books are not always written in one format, these
After completing this assignment, I have began to understand and have been enriched
with cultural knowledge compared to how much I had known before. These books can be the
bridge that connects individuals to one another despite the differences in their life. Especially as
a teacher, I understand that it is important to cover all aspects, because there is so much diversity
in the classroom. The diversity grows every day, so as teachers, we should understand the
importance of sharing different multicultural books that will help students to understand and be
aware of the history, traditions, and values that are behind each culture. We need to help bridge
the gaps between the differences, and understand that we all can relate or connect with one
Hannah:
Before I read this chapter or started this project, I thought multicultural literature was
about all different types of people, cultural groups, and ethnic groups, including all perspectives.
The main part of my thoughts were that this literature made sure to include everyone and show
the perspective of each group of people. As a child I was introduced to these types of books
through other genres because my teacher did not introduce this topic as its own, but this week I
feel much more immersed into this genre than ever before. I grew up in a suburban of Seattle
where there was a decent amount of diversity, so we had plenty of opportunities to learn about
others, and the teachers tried their best to utilize all of the literature they could. Sometimes
teachers would be working on a unit with this genre, and they would have kids in the class bring
their parents for a day to talk about their culture and brought in food for everyone. I had many
positive experiences with this genre because I got to read about what was unfamiliar to me which
When I read these types of books I was always interested because I was enlightened on
the different cultural elements of a group. I learned the foods, traditions, religious views, and
lifestyle of other people. The main multicultural books I think we focused on in elementary
school, was Native American text, as we would have potlucks, pow wows, plays, read a variety
of material, and would visit the museum at University of Washington. I remember focusing on
these groups of people throughout school, which was really nice when I came to college and took
After finishing this project, my definition of multicultural literature has been enhanced. If
I would not have read some of the books I read, then I would not have the knowledge I have
now. I would say that multicultural literature is so vital for everyone and especially becoming a
teacher. When I teach I will make sure to use quality multicultural literature to expand the
knowledge of my students as it is so critical to their learning, and it may be the first time they are
exposed to a culture that is different from their own. My greatest take away from this project and
adding to my definition, is that cultures are so vast, and the perspective of all are valuable.
Through reading my four books and writing about them helped me realize that learning about
others, what they think, what they believe, and what they think of my culture surrounds this
genre. Multicultural literature is positively accepting, celebrates that diversity, and understands
everyone for who they are because they deserve that. A misconception I had before this project
was that this genre was not about White people. But in fact I was wrong as the U.S. is filled with
different cultures, and stripping that away from someone takes away their individuality. I
remember learning this last year in Teaching and Learning 339 that there are countless languages
across the U.S. contributing to that vast culture. Being aware of everyone’s culture is important,
and of course that can be hard to do, but this project has taught me to keep striving to understand
more cultures. My thinking has changed dramatically after reading our books, especially our
winner!
Multicultural Titles
Bae, H. (2007). New clothes for New Year's day (1st American ed., translated ed., English
This story is about a young girl who excited to dress up in her new clothing that her
mother and father gave for New Year’s Day. The setting of the book is in Korea, based on the
clothing hanbok she wore. She narrates in sequence of how each of the clothing is worn in steps.
She tells the readers directly the details of the clothing, of how her parents provided this clothing,
the kind of fabric they are made out of, and how beautifully detailed each items were. This book
did a great job of expressing the cultural clothing and also details on the customs the girl
celebrates.
The strengths the picture book have are how knowledgeable the author was to the topic
and the detailed, colorful illustrations that went along with the story. From the words the author
used, and how the author explains some of the clothing resembles good luck and the information
given in the author’s note. Bae labels all the information of different clothing, along with the
illustration of the young girl from the book. The illustrations were filled with so much color, as
they closely resemble the colorful clothing she wore for this special day. She even brings the
history behind the traditions and clothing, so that the readers understand the significance of the
customs the young girl participates in. An example from the book, “Put on the new shoes, the
new flower-embroidered shoes” expresses an example of the details that were included in each
specific clothing (Bae, 2007, p. 19). I believe the weakness the picture book had was the lack of
information on the tradition of New Year’s Day. It would have been interesting and more
informational if the book talked more about it being a new day. Even though the book is mainly
about the new clothing for New Year’s Day, I believe it would have been more culturally
enriched if the author began with more about why or how the people celebrate New Year’s Day.
Bartoletti, S. (2008). The boy who dared (1st ed.). New York: Scholastic Press.
This story is about a boy named Helmuth, also known as Helmut, who was a boy in the
1940s Germany. At this time in Germany, Adolf Hitler was the chancellor and became the fuhrer
before World War II. Helmuth lives with his his brothers, Hans, and Gerhard, as well as his
mother Mutti. They live next door to their grandparents, and are nervous about the actions Hitler
takes. From the beginning, Helmuth is a proud German boy, but as the events unravel he starts to
question the society he lives in .The restrictions placed upon the people start small, but then
progress, and pretty soon Helmuth cannot go to certain shops because Jewish people own them.
This is where he starts noticing the inequalities of his time, and he does not like them. Helmuth
eventually has to join the the Hitler Youth, and loses touch with his friends Rudi and Karl.
Helmuth’s brother Gerhard brings a restricted radio home, and Helmuth uses it to find the truth
and is interested in resisting against Hitler and the Nazi party. He brings his two friends in, and
they all decide to post the truth all over town, but Helmuth gets caught by his supervisor, and as
promised gave no names to the officials. Rudi, Karl, and a co-worker get sentenced to certain
terms, but Helmuth’s bravery wins him the death penalty as well as the remembrance people
This story has some interesting structural components. This exemplary historical fiction
novel is filled with many historical pieces making it believable, but also an intriguing storyline as
it is fiction. The novel had many moments where we both thought it was less fiction and more
nonfiction. As for the format, this book is not a traditional chapter book as it is separated
uniquely on the page by extra spacing as well as symbols. The story hops from past to present,
and is told in third person. This may make it seem less personable, but in fact it is extremely
emotionally intense. This story also includes many pictures, documents, and uses the German
As for a weakness, this novel could have utilized more substantial interactions between
the harsh Nazi perspective, resistant group, and Jewish people. I think this because the book
showed multiple perspectives of people in Germany, but I would have liked a richer perspective
of the Nazis and more on his stepdad, Hugo, contrasted with the other groups of people. The
book included all the of these perspectives which I learned a lot from, but I felt it glossed over
their interactions that could have been elaborated on. I would have also liked to have seen more
of the German resistance and their further interactions between the Nazi and Jewish population,
because that was the most shocking aspect of this book for me.
The strengths of this novel include the authenticity of the time period due to primary
sources including documents, recollections of events, picture, and prison records. The author did
extensive research, as well as interviewed two of the protagonist’s best friends who were also
convicted. Bartoletti also included a bunch of pictures, a timeline, and a document of the
information pertaining to Helmuth’s execution on pages 175-190. These documents made the
reader feel immersed in the time, making all the events seem pertinent and real. On page 175,
there is a photograph of Helmuth, and it really makes me feel uneasy because he was so young
and it helps the reader understand the pain more thoroughly (Bartoletti, 2008). Bartoletti was also
informed by Helmuth’s brother, Gerhard about a letter that was sent to him which was recalled
by memory. Another strength is the in-depth treatment of cultural issues, as I felt that this
moment in history was a severe moment especially for the people of Germany. I was immersed
throughout the whole story in the society’s issues, which felt completely surreal as I had never
experienced such an emotional response before. Since this was a new outlook to me personally,
it made all of the components of the culture magnified, especially with the torn population. It
was heartbreaking, and I would hope I would be apart of the resistance right alongside Helmuth
if I was a German living under Nazi Germany. There were so many elements I had missed, and
after reading this I feel so enlightened on the events of pre WWII, during, and post WWII. I feel
for the people of Germany, as well as the Jewish people as always, and the Nazi party I feel the
same towards. I can relate to the Germans who wanted change, as they were forced into a
Press.
This true story is about Henry, as the book follows how he was born into slavery to how
he went on his long journey to freedom in Philadelphia. Henry never knew when his birthday
was, because he was born into slavery. Until the end of his freedom, Henry had faced many
difficulties in his life. When he was young, he was sold and separated from his family to the
master’s son as the master began to become ill. In the middle of the book, it seems as if Henry
was finally happy again with his new family, his wife, and his children in the new place.
However, as Henry’s master began to lose money, his family was sold and taken away from him
when he was working at the factory. As his happiness was taken away from him again, he
worked with other individuals and did something that was unimaginable. He mailed himself in a
box, and traveled all the way to Philadelphia in hopes of being free. On March 30, 1849, the day
he was finally free in Philadelphia, became the day he was born as Henry Box Brown.
This book is a historical fiction, based on the true story of Henry “Box” Brown. The book
is written in chronological order of his life, from him working as a slave since a young age to his
long journey toward his freedom. Since the book was written in a third-person narrative, the
book did resemble as informational, written as Henry’s biography. These elements helped the
book to feel as if the readers were going along with Henry, toward his long journey in his life.
Especially, on when he was taken away from his family and his new family as taken away from
him, readers were able to connect with the loss Henry had faced in his life.
The strengths of this picture book are the clear, distinct presentation of slave owners and
abolitionists, and how detailed Henry’s journey in a box was from the text and illustrations.
Despite the heavy content and concepts of the book challenging younger readers, the book did
such a fascinating job on representing individuals who were for and against slavery in the past.
The book hit one of the NBGS criteria, where it has accurately portrayed the cultural and
authentic character aspects. The readers are able to understand how the slaveowners were harsh
and heartless toward Henry and other slaves, while abolitionists were there to help slaves to be
free and be treated as a human again. The contrast of the relationship the main character had with
certain individuals in the book were comprehensible. The text and illustrations were well thought
out and organized. The illustrations of the book were so detailed, that it gave me additional
details on how difficult Henry’s long journey was in a box. The close-up illustration of Henry in
a box in an uncomfortable position additionally helps the readers to understand what Henry did
was not an easy thing to do (Levine, 2007, p. 32). This displays the hardships that many would
The weakness of this picture book was the lack of detail the book had for specific
characters. For example, when Henry went to ask Dr. Smith for help, the book described him as
a “white man who thought slavery was wrong” (Levine, 2007, p. 22). Even though this
description did a splendid job on showing contrast between two populations during slavery to a
younger audience, it would have been nice if there were more description about certain
individuals in the book. Then, I believe the book will have more information and elements on
why people like Dr. Smith, were important or such a great help during that time period.
Reibstein, M., & Young, Ed. (2008). Wabi Sabi (1st ed.). New York: Little, Brown.
A cat named Wabi Sabi lives in Kyoto, Japan with her master. A visitor asks her master
what her name means, but she have never known what it could possibly mean until now as her
search begins. Wabi Sabi ponders what it could mean, and goes on a journey to figure out her
name’s meaning after her master says it is difficult to explain. Wabi Sabi asks her friend
Snowball who tells her it means beauty, while Rascal who was a mean dog told her it would be
too hard to explain to an ordinary cat like herself. She continually wonders, and a bird comes to
her intangible rescue telling her of a monkey named kosho who may know. Wabi Sabi heads to
the mountain where Kosho resides and travels through the magnificent city. She arrives and he
tells her it is difficult as well, and asks her to look within herself and her surroundings to find the
meaning. He explains that life consists of simplicity with is alluring with a cup of tea in hand.
Wabi Sabi heads back to her home where she passed through a temple where she may not have
found beauty before, but has grown through this journey. She returns home and her master could
not have been happier and neither could she at simple peace.
This story is a poetic picture book. I enjoyed this genre as it was peaceful and I was able
to immerse myself into Japanese poetry more so than in the past and the illustration style was
unique. The story is written in past tense and is in third person, but some of the poems are in
present tense. The story is formatted sideways and the illustrations take up both pages as it
almost looks like a calendar. There are Japanese inscriptions written on the side with a glossary
in the back to refer to as well as the history of Wabi Sabi. I loved the organization and formatting
of this picture book as it was unique and I do not usually see this kind of picture book. This story
would be great for the classroom as it really paints the Japanese culture beautifully.
Some weaknesses of this book include the lack of cultural issues. I think this was a
wonderful representation of Japanese culture as far as I can tell as an outsider, but I felt major
issues were not addressed. Name meaning may be of high importance, but I think the picture
book could have gone more in depth of cultural issues. No one seemed upset with Wabi Sabi for
not knowing the meaning, as the master was also unsure who had named Wabi Sabi (Reibstein,
2008, p. 1). The other animals, besides Rascal just seemed to want to help rather than shun her.
Another weakness would be that the interactions between other cultural groups were not clear,
since all the audience knows is that the visitors wanted to know what Wabi Sabi’s name meant.
Another clue that they may have been another cultural group was their differing attire from Wabi
Sabi’s master. Knowing this, the audience was not given substantial detail about the visitors or
many interactions. Lastly, apart from the visitors, the only other interactions were between the
Strengths of this story were the profound cultural details. The whole time I read this story
and reread it I was more intrigued than the last read, because it was filled with immense details.
The story engulfed me in detail and it helped me better understand Japanese culture through the
use of haikus, art, and Japanese writing beautifully written throughout the story. The illustrations
use both the pages and are sideways which helps the holistic nature of the story adding colossal
detail. For example, on pages 21-22, an elaborate temple is depicted and shows the near end of
Wabi Sabi’s journey, where beauty is solidified for her. The story was powerful because I was
able to imagine myself as Wabi Sabi through her adventure to find meaning, and the rich culture
helped me do that in a way I could relate and broadened my views further. At the end of the
story, Reibstein declares Wabi Sabi “...feeling simply and beautifully at home” (2008, p. 28).
The reader feels satisfied as does Wabi Sabi. Another strength of this story is the accuracy of
Wabi Sabi’s problem solving capabilities. Throughout the story, Wabi Sabi was not afraid to ask
for help as a version of problem solving, by traveling through the city, to the mountain, and to
other animals. I felt this story was realistic in terms of problems that people may have, as I know
in my own life I often ask for help. Relating these beautiful multicultural titles to our own lives is
what I love taking out of these stories which helps me to ultimately understand and be more
culturally aware.
This book is about a sixteen year old named Lina, who is taken away with her mom and
brother Jonas to a labor camp in Siberia. Her life and dreams for her art school were taken away
in one night, when the Soviet secret police barged into their home unexpectedly. Her and her
family were taken away with other prisoners, and there were people she recognized from her
neighborhood. Out of all the prisoners, Lina creates a connection with a boy named Andrius
throughout the story. The way Lina and her family are taken away in an overcrowded train was
not the only tragedy Lina had faced. To make the matter worst, Lina’s father, along with so many
other men, was taken away to a different camp and was sentenced to death. Unfortunately, the
book ends openly where Lina never knows whether or not her father actually survived.
Throughout the long, endless labors, humiliation, terrifying days, Lina and her family pull each
other by their hope to be free again together as a family. Near the end, numerous prisoners are
malnourished and grasping to survive with little to no resources of food and medication. As
Lina’s mother passed away, one of the guards who befriended Lina, calls for help of doctors
before he leaves, which led to the people being treated and survived. In the epilogue, it is shown
that Lina’s jar was found by an anonymous worker, which was full of papers she wrote and
drawn as she was imprisoned in Siberia for twelve years. At the end of Lina’s letter, it shows that
she had married Andrius and she hopes that her recordings will help the world to remember and
stop this terrifying history to repeat again in the future. The book did such an amazing job of
showing two different types of people in the novel, the Soviets and the Lithuanian people. Both
of the cultures spoke their own language, and Lina’s mother, Elena, was the role of the bridge
that helped each side to understand each other throughout the book. Elena is such an important
character in the book, her role will be explained further in the next paragraph.
The strength of this book was how the writings focused on the theme of the book from
the beginning to the end, along with the main character development. The theme of the book was
the importance of love, despite the great suffering, violence, and hatred Lina and other characters
had faced throughout the novel. Since the first part of the novel, Lina had been full of hatred and
desire to avenge the Soviet officers, Narodnyi Komissariat Vnutrennikh Del (NKVD), due to
obvious reasons. There are numerous passages that shows the relationship between the NKVD
and the people who were imprisoned, for example, this quote from Lina’s thought at that
moment was, “Have you ever wondered what a human life is worth? That morning, my brother's
was worth a pocket watch” (Sepetys, 2011, p. 27). This shows the issue Lina had understood,
that as soon as an individual was imprisoned, they are no longer treated as humans, and instead,
treated as objects.
However, in contrast, Elena, always reminds Lina to focus on staying together and to
survive even to the end. Elena faces these conditions positively, with hope they will be released
if they remain in good terms. Despite Lina’s disagreement, Elena’s compassion began to change
the bald man and Kretzsky (one of the NKVD) positively as a result. The theme relates to Lina’s
character development, how at first she did not want to help others or take orders from the
NKVD. However, she began to see how each individual she knew began to change and adapt to
NKVD’s orders in order to help both themselves and their family to survive. Lina began to focus
less on the NKVD, and instead, began to voluntarily do what was necessary in order to help her
and her family to survive. Another strength is the writing style, in using the contrast between
Throughout the book, the readers see flashbacks of Lina’s past while she is living her life
at the labor camp. Both people compliment the beauty of the children, Lina and Jonas, and how
they “...look just like their father” (Sepetys, 2011, p. 34). In her flashbacks, Lina and her family
is laughing with one another as they are waiting to take their picture by the photographer. In
reality, the laughters she had with her family is gone as she and her family is being sent away to
imprisonment. It pains me how different her life was before and after, the words in the book had
helped me connect deeply to what Lina had felt. The use of these flashbacks shows the drastic
changes in Lina’s life, and emotions of Lina, and how deeply she misses her home. The book
also uses flashbacks to invite reflection, critical analysis, and response toward how people were
treated under the Communist rule. An example of this section is when Lina’s father told Lina,
“How could Stalin simply take something that didn't belong to him, something that a farmer and
his family had worked their whole lives for? 'That's communism, Lina,'” (Sepetys, 2011, p.105).
It shows the dictatorship Stalin had over the people at this time, where it was so easy for people’s
The weakness of this novel is the different perspectives of the individuals at the labor
camp. I understand that the book was based on Lina’s perspective and centered mainly around
her family members, however I believe it would have been more interesting and full of
information if there were more details on certain characters in the book. There were some hints
and few narration on what happened to each of the characters, when the characters had a
conversation with Lina. However, it would have made the book more emotional and detailed if
there were more description on what happened to the people throughout their lives at the labor
camp in Siberia.
White, R. (2008). Little Audrey (1st ed.). New York: Farrar Straus Giroux.
This story is about a young girl named Audrey, and her family. Her family consists of her
mommy, daddy, and sisters named, Betty Gail, Eleanor, Ruth Carol, and Yvonne. It is interesting
because the story is written from Audrey’s perspective but is written by her sister Ruth Carol.
The family lives in Jewell Valley, which is a coal mine, as their daddy works there and they do
not have to pay for their house and gets stipends of scrips to buy food. As Audrey navigates life,
she gets tonsillitis and scarlet fever and is bullied for being skinny and is often called skeleton
girl. The family struggles on and lost one of their babies at seven months old, and their daddy has
an alcohol problem. Near the end, their daddy gets in a car crash with some of his buddies and
passes away, and people bring them a lot of food as they grieve. Since no one in their family is
working in coal mine, they must move so they plan to go to Roanoke where their mommy’s
This historical fiction novel was an interesting piece because as with our winner, this also
felt like less of a fiction. This book does a great job of relaying the facts as it is presented
through the antagonist’s sister in first person and is written in first person. The way in which it is
written was curious because it is first person, as the author is portraying the sister which was new
to me and I enjoyed reading it. The story is separated into traditional chapters and also includes a
picture of the family which was nice to refer back to when trying to remember all of the
children’s names.
Some weaknesses of this story would include the pace in which the story took. I felt
while reading that the story finished way too quickly for someone’s life especially considering
the events that occurred in the family’s lives. Some of the smaller events went at a moderate
pace, but the big events of the story generally only touched briefly on the emotional responses
and events that would seemingly take place. After daddy died, the story almost abruptly ended,
and I was hoping for more detail as that part tore me up with sadness. Another weakness includes
the lack of representation of multiple cultural groups represented. I felt as if there was a main
cultural group who lived in the coal mine, and no other prominent groups were clearly present. I
think as far as the book goes, the socioeconomic status of the town was well represented, but not
many two or more cultural groups were substantially represented, as the book mainly focused on
The strengths of this novel were the portrayal of the different families and their own
living in the coal mine. Audrey and her family was dirt poor and were living from paycheck to
paycheck, and scrips to scrips scraping by for enough food with the seven people present. This
was an accurate representation of characters in terms of their economic status. The families were
able to live for free in the coal mines but with audrey’s weight loss she needed more sustenance
to gain that weight back. Audrey was recognizably skinnier by bullies, and White says, “Skeleton
girl! I cross my thin arms over my chest. I look down at my bony knees. And my face grows hot
with shame. Skeleton girl is ten times worse than Little Audrey” (2008 p. 56). This shows how
the bully’s comments affect Audrey as she is more than what her weight makes her look like. On
the last day of school, students gave their beloved teacher fruit and her teacher, Miss Stairus,
offered her a banana as Miss Stairus knew she was undernourished. The economic status of this
used language that I have heard my Michiganian grandmother speak in the past such as
“...worshboard…” (White, 2008, p. 28). I appreciated that portion, because I know that all
across the United States there are different dialects of English used, and I have heard the
dialect they used in the story in my life. This is another element that makes it more
believable to me as a reader because I can connect to the people and their speech patterns.
2 Honor Books
Cunnane, K., & Hadadi, Hoda. (2013). Deep in the Sahara (1st ed.). New York: Schwartz &
This is a beautifully crafted story about a girl named Lalla who lives with her family in
West Africa. Lalla longs to be like her family as she admires her mother’s beauty. She sees that
her female family wears malafas, but she does not, and wants to wear one like them. Her Mama
tells her that malafas represent beauty, and her sister says they are mysterious. Lalla notices that
malafas can have magnificent color schemes, and thinks she needs one to grow up and be like
her family. Her cousin tells her that if she wants to be like them, a malafa is a start, while her
Grandmother tells her a malafa is a tradition. Her Mama gives Lalla a malafa at the end, as Lalla
understands what a malafa encompasses as her and her mother recognize faith may be the
This is a cultural picture book that includes many pieces from Lalla’s culture. I loved the
style of picture in this book as it was stunningly gorgeous. The story was formatted mostly with
the writing on one page, but some pages both had writing. The pictures were organized on both
pages as a mural like illustration and brightly colored which made it visually pleasing. The story
included words in their language, and then the word would be translated to English to promote a
better cultural understanding, and there is a glossary with the same words in the back for people
A weakness of this story is that I wish there could have been more detail on the cultural
element of the malafa. I found this story relatable, as a child generally longs to be just like their
family as they are raised by them and naturally do what they do. Many children and adults
recognize this to be true, but I want to know more about the malafa, about why they wear it, and
more detail on what it represents to each person and the men of their family. I am always
interested in hearing about cultural attire because it can have such great meaning, and it can have
different meaning for the individual. Cunnane & Hadadi describe Lalla’s longing, “ Women
whisper on the corner, veiled head to toe in malafa, color of lime and mango. More than all the
gold on a bride’s crown, you want a malafa so you can be a lady too” (2013, p. 12). Lalla
describes the beautiful attire, which is shown by the illustrations. The illustrations help depict the
colors and meaning of the malafa further creating understanding for the reader. I would also want
to hear more about Lalla, and what she thinks of the malafa after she wears it for awhile.
Strengths of this story are the language of the story. The author did an excellent job of
including words and language from this group of people, and I really appreciate that. There is a
glossary in the back as well to greater understand what some of those words meant. The story
also would use words in their language and then translate them in text as they are also in the
glossary, “‘Wahai. Come…’” (Cunanne & Hadadi, 2013, p. 23). I find this special because for a
kid, as well as for me I was able to learn about a new culture quite easily. The illustrations also
helped me conceptualize some of imagery of this cultural attire as well as what the unfamiliar
words meant. Not to mention how intricately exquisite the illustrations were, helping the reader
identify new cultural terms. Another strength was the format and quality of this story, I felt the
illustrations really complemented what I was reading and learning. As I viewed the illustrations,
they really added to the story. I felt that the text and illustrations were quality and the message of
this story was relatable and pleasant. Due to this story’s excellent wordage, format, quality, and
its informative cultural piece, we have chosen it to be one of our honor books.
This book has been chosen to be one of our honor books because it has met much of the
criteria, is uplifting, cultural, and would be helpful in the classroom. As for criteria, this book
includes many cultural details such as the character’s homes while portraying their social and
economic status. Cunname & Hadadi describe the houses and activities the characters partake in,
“In a pale pink house the shape of a tall cake, you watch Mama’s malafa flutter as she prays”
(2013, p .3), and on page 4 the illustrations depict this language. The figurative language of
alliteration and the metaphor of the houses are used to describe these cultural aspects to help the
reader understand easier and assists with interpretation. This story is uplifting because it brings
culture to beautiful illustrations and a lovely story about a girl wanting to be like the ladies of her
family which was heartwarming. When readers can understand the context through figurative
language, imagery, and connections to the text, they enjoy and learn more. This book is cultural
and teaches readers through the language used, and the glossary helping further to show what the
bolded words mean. This story would appeal to students because they can relate to it, the family
structure, and the mesmerizing illustrations. Students would see that another culture might be
different from their own, but can involve similar attributes. It is important to teach students about
the similarities between people, but it is also vital to highlight the differences for a better
understanding of others. This story does that perfectly, as it shows kids wanting to be like their
family, but immerses the reader in another culture. This story is of high quality and provides
authentic language and style which will promote sensitivity in the classroom. Students will be
able to reflect on what they read, analyze, and respond to the literature in ways it might be like
them as well as how it is different. There are many activities that could be used with this book
through excellent reflections, discussions, and responses. I would use this book in the classroom
because it helps create culturally sensitive kids, and shows them other perspectives.
Park, L. (2010). A long walk to water. Boston: Clarion Books. (2nd Honor Book)
This book is about two characters who lived varying lives in the country of Sudan. Nya
is a young girl who walked eight hours every day to bring water for her family. The water is not
clean, however, it is the only water that is closest to their home for them to survive. Due to this
condition, hundreds of people from the population are suffering with illness throughout their
lives. The other main character in the book is Salva, a boy who walks the endless land to find
safety, as his home was torn by the war. Throughout his journey, he encounters people he knew
and also new people who were important in his life as support and survival. Two of these young
children went on a long journey to find hope and survival in different ways. The two stories
occur uniquely in different time periods, but eventually, these two characters meet one another at
the end of the book. Salva was able to find a new life and home in America, and was able to
come back and help his country in the future. He was one of the workers who brought schools
and wells with clean water for the people in Sudan, including Nya. Constantly, Salva recounts
his uncle’s words, “A step at a time. Our problem at a time - just figure out this one problem”
(Park, 2010, p. 110). This emphasizes the importance of his uncle’s role and the relationship
between Salva and his uncle. Salva’s uncle was the major turning point in his journey, where he
began to grow and change, obtaining courage and independence as he began to walk toward his
ultimate goal, to find his family and a safe place to stay. The quote gives an example of how his
story began to progress, “Each time, Salva would think of his family and his village, and he was
somehow able to keep his wounded feet moving forward, one painful step at a time” (Park, 2010,
p. 41). In this quote, the portrayal of his hardships he experienced is visualized by his feet, but he
still manages to continue as he grasps his little hope toward a better life.
As stated above, the two characters are represented in the book by switching narrations
from one another throughout the book. This book is historical fiction, where Nya is created by
the actual lives of girls who lived like her during this time, and Salva is factual where it is based
on a true story about himself. This information at the end of the book answered my question of
why Nya was written in a third-person narration, while Salva’s story was written in first-person
narration. Salva’s story is based on Salva himself, where he helped create a story of hope and
dreams of helping one another. Nya’s story represents the other people who he had encountered
that tried to overcome their hardships in life with hope. Salva’s story was personal, the part
where he had directly experienced, while Nya’s story was experienced through others, from the
perspectives of others. This description relates to the book’s theme on not giving up hope, no
The book included strengths based on the NBGS criteria, for example, the book had
provided in-depth treatment of cultural issues and actually included a specific cultural group in
the book, rather than including it in as a “quota”. The book expresses the difficulties and fear the
people had faced in Sudan at that time. A quote from the book expresses how the people are
affected from the cultural issues, “Nya could see the questions in her mother's face every
morning: Would they be lucky again? Or was it their turn to lose someone?" (Park, 2010, p. 34).
Like this passage, the book did such an amazing job of expressing the emotional changes the war
had affected the Sudan population. For example, the book states how, “...the Nuer and the Dinka
had a long history of trouble” (Park, 2010, p. 16). This quotation express the two polar opposite
populations, due to the war that is occurring in their country at that time. Throughout the book,
the characters hope the people they meet are not the opposite side, because of their long history
of conflict. However, towards the end, the characters begin to understand that their differences
do not matter. In the last chapter, for example, Nya is told by Deb that this man “...drilled many
wells for his own people. This year he decided to drill for the Nuer as well (Park, 2010, p. 115).”
The end of this quote express not only Salva had reached his dream to help others who struggle
at his home, but also the acknowledgment on how they are all humans despite their differences.
This shows that they do not generalize all the population as one, but in fact, the book shows
individuals in the same cultural that deal with distinct obstacles in life.
The book also emphasizes two problems, from the two major characters in the book. The
book hits the criteria from Part I, of how it provides a in-depth treatment of cultural issues. Nya
suffered from lack of clean water and battled illness, as well as the gender inequality in her
society. Salva directly experienced war, where his family and his home was torn apart and he
was left alone to find a refugee camp to survive. The book expresses how the characters
overcome these obstacles in life, to survive and benefit in their life. The weakness of the book is
I believe lack of details in Nya’s life compared to Salva. Salva did have more journey in his life,
as he encountered countless places and people. However, it could have included more on what
Nya was thinking during the journey she took to find clean water for her family that may have
helped the book be more intriguing. Overall, the book did such a splendid job of showing two
polar opposite lives of people who lived in Sudan, and how they can be related to one another in
some way at the end. Due to the NBGS criteria, portrayal of characters, cultural aspects in the
book, this book is noted as one of our honor books among other books. I will like to use this
book in the classroom to spread awareness on how each individual can be affected
differently from war. I want to give an example to the students that in one community,
Sudan, numerous people are struggling to survive in their own ways. Both of these
characters face these difficulties differently, however, they are relatively similar. The
students will begin to acknowledge and understand the different issues or obstacles the
young children of their age struggle with in the world today. By comparing the characters’
lives with their own lives, students will be able to reflect and understand the importance of
NBGS Criteria
Our thorough analysis of our eight books has been assisted by the Notable Books for a
Global Society Criteria. The NBGS criteria includes countless community books that helps
encourage culture, race, sexual orientation, values, and ethnicity through writings. This criteria
includes portraying the culture accurately through a character’s characteristics of their physical
attributes, cerebral abilities, problem solving skills, leadership abilities and collaborative
measures, and status of their wealth and social standing. Cultural details must be rich, and
diversity of humanity shall be celebrated. Cultural issues must be addressed, and people within a
group or interactions between two cultural groups must be authentic and significant. While
representing minority groups there must be a purpose, rather than unintelligibly representing a
group of people, and in this section, the books must meet at least one part of this criteria. The
next set of criteria must all be met in the books, which consists of thought provoking text, ability
to examine, and respond to the text. The language as well as style must be intriguing, as well as
meeting the standards for quality for the specific genre. Lastly, having a captivating format and
have merit. The criteria above describe what we have used to evaluate our eight books.
The NBGS is meaningful toward schools, and any other community we are part of. The
NBGS expresses the importance of acknowledging all the elements in the global society and our
world. We cannot neglect any culture, because it is indeed part of our lives and helps us become
more culturally aware and sensitive. These books talk about the cultural and ethnic diversity,
however, it goes well beyond that area. It talks about what is happening or happened to our
world, and to the people who live around us. These books show us the reality and truth behind all
these issues, information, and skills of the individual. What these requirements really mean to us
is that the rich culture of each group of people is identified and portrayed in an authentic way.
The literature can be read, and the reader can feel the utmost positivity that what they read was
accurate and true to the culture. The reader can then understand more cultures with each book of
quality they read. These requirements help readers to know what an acceptable multicultural
Winner
Out of all the eight notable books we had read, we chose Bartoletti’s The Boy Who
Dared as our winner, based on the NBGS criteria and our reactions. The book is a great
example to be used in the classroom, especially how the book gives a different perspective
compared to the usual one that we are familiar with in school. In schools especially, when
we hear about Hitler and Nazis, the information we mainly hear is from the Jewish
population and the Holocaust. Never before have either of us heard of a book that was from
this unique perspective, heroes on what we deem as the enemy side. We can draw parallels
perspective that seems new to us. The German side was always glossed over, where we
demonized them and thought they were all enemies. From what we learned all the
Germans glorified Hitler advocates but after reading this book, it is apparent that people
were bystanders or opposed him just like our current political climate. This book will help
students to understand that the Germans in general were not the antagonists at that time,
in reality, it was just Hitler and Nazis themselves and our thinking has changed on
dictatorial societies.
As this book has heavily impacted us and our lives, it would do the same for
students. As I read this story, I physically felt my thinking change and it was absolutely
unbelievable. With this abundant amount of passion, I think our students would also feel
similar emotions and appreciate this novel. I never thought that there may have been
another side, I always thought the enemies were the Nazis and Hitler and that everyone
blindly followed. I feel I had some naive viewpoints of the Germans because I was
presented with a lack of perspectives. Tunnell states, “Not only are people missing in
history texts, but so are varying historical perspectives” (2015, p. 156). What Tunnell has to
say deeply affects me, because I feel like I was not given the necessary information to
conceptualize other perspectives of a delicate issue. As I do not want to feel criticized over
our current political state, the resistance of Germany would not appreciate others thinking
they were the enemy when they were merely hoping to make a change or trying to survive.
I think this book would be so influential and appeal to the students in a classroom, and
start that change of thinking early, because history is not always exactly what we were
taught in elementary school as it was often sugar coated for Grace and I. Tunnell declares,
“When dealing with historical events, it is important to deal plainly with the truth” (2015,
p. 157). I think it is important to remember that sugar coating often time leads to ignorant
thinking for students as they will not be able to accurately identify culturally historic
events or people.
This book is a historical novel, and the plot is based on a real person’s biography. The
plot is about a boy named Helmuth who grows up in Germany during the 1940s, and rebels
against Hitler with the help of his friends as he uncovers secrets being kept from the people of
Germany. Helmuth stands up for what he believes in, and bravely gets sentenced to death.
The story is about a real person, which helps the readers to connect to his life by bringing up
additional notes like photos throughout and of his life, interviews, and other primary sources.
This shows the readers that this work itself is not entirely fiction, but in fact, is enriched with
numerous resources that shows us these events happened in the past and are part of an actual
person’s life. In addition to that, since the book is a historical fiction, it still includes the literacy
The book included more strengths and weaknesses, beyond the ones that were stated
It’s morning. Soft gray light slips over the tall red brick wall. It stretches across the
exercise yard and reaches through the high, barred windows. In a cell on the ground floor,
the light shifts dark shapes into a small stool, a scrawny table, and a bed made of wooden
boards with no mattress or blanket. On that bed, a thin, huddled figure, Helmuth, a boy of
seventeen lies awake. Shivering. Trembling. It’s a Tuesday. The executioner works on
fantastically depicted the starting the book after he is already imprisoned, and facing his life
sentence. This occurs before the book goes back to the time when Helmuth was enthusiastic with
the German power, the reality behind the violence and discrimination, as well as narrating the
book by using flashbacks. At first Helmuth did not understand why his Opa and Oma feared
Hitler, who was “...a man who wanted to fight for Germany and make it better” (Bartoletti, 2008,
p. 10). He believed, like most of the Germans, that Hitler was doing this to help reduce
inflammation and unemployment; to end suffering to all. However, he begins to see the truth that
made him realize Hitler was not as angelic as people said. It all began with seeing his usual
bakery owner who was Jew when, “...a sick feeling rises in Helmuth’s stomach. His mouth tastes
sour… window shades are drawn, the store dark, Herr Kaltenbach gone” (Bartoletti, 2008, p. 33).
Bartoletti does not shy away from showing how people were affected due to Hitler’s domination.
As there were people who thought Hitler was doing the best for them, there were others who saw
what the Nazis were doing was not right, but still proceed to do it to live.
Apart from Helmuth, the characterization of other characters significantly displayed the
other perspectives of Germany. Helmuth’s mother, Mutti, and his step father, Hugo are two
examples of the differing characters of this story. While Mutti is a quiet, rule following, good
hearted mother, Hugo is a severe Nazi. Bartoletti (2008) discusses Helmuth’s view of the
It grinds Helmuth’s stomach, the way Hugo makes all the decisions, as if he is the father.
He decides what Mutti will make for breakfast and dinner and asks Helmuth if his
homework is done. And now Hugo has even decided on the radio. Helmuth cannot
understand what Mutti sees in a man like Hugo, but Hugo seems here to stay (p. 39).
This begins to show how Helmuth views his mother and stepfather’s relationship through a
negative lens. In addition, it emphasizes Mutti’s submission, and heightens Hugo’s dominance
creating a parallel to Hitler’s oppression. In contrast, Bartoletti often describes Mutti as, “Mutti
grows quiet” (2008, p. 111). This depicts her attitudes throughout the whole book as she
generally stays quiet and is more of a bystander to protect her family. On the contrary, Hugo is
often demanding, controlling, and strict, as he defends the Hitler’s actions. Bartoletti offers
insight to Hugo’s aggression, “Hugo pounds the table with his fist. ‘We’re at war! We can’t
permit such defeatist talk…’” (2008, p. 111). This displays Hugo defending Hitler, and
degrading disloyal civilians. The relationship between Hugo and Mutti and Helmuth’s
Bartoletti does not leave the details behind through her writing style by the horrific,
gruesome events Helmuth had experienced in his life. Another example of Bartoletti’s writing
(2008) is when Helmuth is imprisoned, “Sobs. Footsteps. The drag of feet. A minute passes. Two
minutes. Three. Then, in the distance, metal against metal. The guillotine snaps its iron jaws with
a clang that rights throughout the prison. Silence” (p. 37). She uses many action words to directly
show and express the horror Helmuth had experienced to the readers. She is able to use words, to
Another strength of this novel was how it was centralized with the theme, courage. There
were many characters who sensed in some way that the banishment of non-German resources
and discrimination to Jewish people were not right. Bartoletti lets the reader know that
Helmuth’s teacher, Meins, also thought as he did, but knew it was too risky to speak of. Meins
later questioned Helmuth’s actions because he knew Helmuth was smart but resisting against the
government was hopeless (Bartoletti, 2008, pp. 173-174). This shows immense courage on
Helmuth’s account, but his teacher reflected that it was rather reckless of him. However, not
many of them stood up, because of their lack of courage against the evil power among them.
Helmuth was one who had courage against Hitler’s power, despite his young age. Helmuth’s
thoughts are as follows, “All I did was tell the truth, and you have sentenced me to die, just for
telling the truth. My time is now and your time will come” (Bartoletti, 2008, p. 163). Despite
that, Helmuth’s life ended in a tragic note, he did not regret nor wanted to go back because he
knew what he did was ethical. And finally, Bartoletti showed the readers how much research she
had done to make this book as accurate as possible. In the author’s note and bibliography, she
recommends various resources to the readers to look further into for more information. The book
is so culturally authentic, due to the wide range of resources and interviews she personally did
The one major weakness of this book was the lack of details presented for each
individual’s perspectives, as stated earlier in the previous section. Especially to the individuals
who had a different perspective, compared to the main protagonist Helmuth. For instance, when
Helmuth was slowly understanding the truth of what Hitler and the Nazis had hid from the
German population, there were individuals like Hugo, who did not change as much compared to
Helmuth. Hugo is one of the characters that changed near the end of the novel, once Helmuth is
executed from revealing the truth behind the Nazi’s lies. I believe if the book had more details of
how the individuals felt or reacted to Helmuth’s trial, it would have broadened the narration and
details of the book. Despite this weakness, the book was definitely filled with various elements
that enriched the cultural aspects and details of the story. Because of the literature elements and
criteria which is passing one part of the first criteria, and passing all of the second part
requirements. Our winner invites reflection, analysis, and response since it touches on a delicate
cultural issue, and readers are shocked by what they read promoting reflection. Analysis occurs
because the reader examines each detail of Helmuth’s life, his family, and the community
revolving around complex political structure. Response is invited as people start talking about
what they read, and why they are excited or depressed about the book’s topic. This book
demonstrated unique language or style through its flashbacks from present to future with intense
imagery which also depicts the setting. Tunnell states that historical fiction presents vast
possibilities for readers to experience another person’s life with an additive of emotion (2015, p.
155). Throughout reading our winner, I was flushed with emotion and understanding of the new
information I was reading about which shows exemplary writing from the historical fiction
genre. As for an alluring format, the book presented accurate facts with some fictional aspects,
and near the end of the book there are photographs and superb documents from the era on pages
175 to 190 creating quality literature. All of the second part of the NBGS criteria has been met.
Conclusion
for mutual respect and understanding. In general, we both learned a substantial amount of
information from this assignment. This can also been seen easily from our previous
this assignment. I feel we went into this project knowing a lot less than we both thought,
and it makes us think we have so much more to learn; as of now, we would like to continue
broadening our viewpoints of this genre, because there is a lot of literature that has been
exposed to us, but there is so much more we need to discover. Especially since both of us
and expand our cultural views. As future teachers, we need to create a classroom
environment that is both accepting and an environment that each individual can relate to. If
we did this assignment again, we would have liked to have chosen a specific topic to focus
on, to see more perspectives from the same topic. This would show us a deep
This assignment has tied into all of our previous coursework for this course, as
literature can be used for entertainment as well as learning. Learning about all genres has
been a major goal for this class, and this is another piece to that goal that we are seeking, so
this connects to the whole course. As for previous courses, this assignment connects to all
of the ELL courses such as Teaching and Learning 333 and 339, because these books helped
us better understand the material from the past and our future learning. In those classes
we learned about individuals who struggle with English, and reading these books help us
better understand the differences in culture. With learning about multicultural literature, it
helps us also relate back to the classes because it is all about connecting their culture to the
Bae, H. (2007). New clothes for New Year's day (1st American ed., translated ed., English ed.).
Bartoletti, S. (2008). The boy who dared (1st ed.). New York: Scholastic Press.
Cunnane, K., & Hadadi, Hoda. (2013). Deep in the Sahara (1st ed.). New York: Schwartz &
Wade Books.
Levine, E., & Nelson, Kadir. (2007). Henry's freedom box (1st ed.). New York: Scholastic Press.
Reibstein, M., & Young, Ed. (2008). Wabi Sabi (1st ed.). New York: Little, Brown.
Tunnell, M. O., & Jacobs, James. (2015). Children’s literature, briefly (6th ed.). Upper Saddle
White, R. (2008). Little Audrey (1st ed.). New York: Farrar Straus Giroux.