Title: My First Passover

Author: Tomie dePaolaIllustrator: Tomie dePaola

Copyright Date: 1990
ISBN #: 0-399-21784-3
Description: This book explains why Passover is
the customs of the Seder ceremony and the Seder

1)

2)

3)

4)

5)
6)

special and talks about

meal.

Question

Yes

Is this book free of female stereotypes?

(females always cooking/cleaning, not
working outside of the home)
Is this book free of male stereotypes?
(males always liking sports, bringing
home the bread, and being
overpowering)
Is this book free of racial/ethnic
stereotypes?
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American
Indian

No

Notes

Are the illustrations free of stereotypes?

(portraying minorities as weird or
abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism
(looking exactly alike)?
Would students have a positive self-image
when done reading?

N/
A

X
X

Clothingwornby
womenisnot
modern(ex.long,
loosedressesand
skirts/tights).

7)

Do HUGS (Historically
Underrepresented Groups) play positive
roles in the story? (not just low-class jobs
or playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

8)

Is the author qualified to write the story?

(do they have experience with or access
to accurate knowledge of the diverse
themes represented)
Are students empowered and encouraged
to take action for change?
Are the characters from a variety of
backgrounds?
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African
American, White, Native
American, Latino/a, etc], various
religions [Christian, Jewish,
Muslim, etc.], various family
structures [traditional, singleparent, extended, etc.]

Does the storyline include acceptance of

everyone?
Is this book free of derogatory language?

9)
10)

11)
12)

X
X

13)

Is the setting of the story accurate and free

of stereotypes? (ex. women should not
always be only in the home, minorities
should not always be portrayed in lowincome towns)

14)

X
Is the copyright up-to-date and does it
provide current, relevant information?
Comments: This is a good book to
use with young children. It
provides accurate information on
the Jewish celebration of
Passover. The only thing to take
note of is that the women are
portrayed wearing extremely
modest clothing (long, baggy
dresses or skirts and tights),
which could be relayed into a
stereotype.

Title: The Golden Deer (Use with caution)

Author: Margaret Hodges
Illustrator: Daniel San Souci
Copyright Date: 1992
ISBN #: 0-684-19218-7
Description: This book is a Buddhist legend about Buddha coming to Earth as a golden deer. The King
and the Indian people are hunters. The golden deer is willing to lay down his life for a pregnant doe and
her fawn.

Question

Yes

No

N/A

Notes

1)

Is this book free of female stereotypes? (females always

cooking/cleaning, not working outside of the home)

2)

Is this book free of male stereotypes? (males always

liking sports, bringing home the bread, and being
overpowering)

3)

Is this book free of racial/ethnic stereotypes?

Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

There
san
underl
ying
messag
ethat
female
sneed
protect
ion
from
males.
Aside
from
the
doe,
there
areno
female
charact
ersin
the
story
(no
female
hunters
).
The
maleis
the
protect
or,in
power,
and
there
are
only
male
hunters
.
It
could
be
perceiv
edthat
all
people
from
India
are
Buddhi
st,

4)

7)

Do HUGS (Historically Underrepresented Groups)

play positive roles in the story? (not just low-class jobs
or playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

8)

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)

9)

Are students empowered and encouraged to take action

for change?

6)

Only
men
arein
power,
orare
hunters
.

Girls
cannot
relate.

Are the illustrations free of stereotypes? (portraying

minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

5)

The
storyis
source
dand
retold
from
The
Jataka
,
Stories
ofthe
Buddh
as
Forme
r
Births.
X

10)

Are the characters from a variety of backgrounds?

Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended,
etc.]

11)
12)
13)

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of
stereotypes? (ex. women should not always be only in
the home, minorities should not always be portrayed in
low-income towns)
Is the copyright up-to-date and does it provide current,
relevant information?
Comments: I would use this book with
caution in class. Since it is a fable, it is part
of Buddhist culture, so some things cannot
be changed. It is also not a very relatable
book for females, and portrays them as
needing protection. If these things are
addressed in class, perhaps in a unit on
fables, then this book COULD be used.
Otherwise, I would stay away from it.

14)

Title: The Trees of the Dancing Goats Author: Patricia Polacco

Illustrator: Patricia Polacco
Copyright Date: 1996
ISBN #: 0-689-83857-3
Description: This story is about a young girl named Trisha.
family lives in Michigan, but does not celebrate the same holidays
her neighbors. Her family celebrates Hanukkah, while most of her
celebrate Christmas. Everyone is joyous and zealous. However, a
fever epidemic has occurred, and Trishas family is one of the few

X
X
X

Trishas
as most of
neighbors
scarlet
who arent

ill. They want to help their neighbors celebrate their holiday, so they gather many small trees, decorate
them, and bring them to their neighbors.

1)
2)

3)

4)

5)
6)

Question
Is this book free of female stereotypes? (females always
cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always
liking sports, bringing home the bread, and being
overpowering)

Yes

Is this book free of racial/ethnic stereotypes?

Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

N/A

Notes

X
X

Are the illustrations free of stereotypes? (portraying

minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

No

X
X

The
males
are
helpin
gin
the
kitchen
.

7)

Do HUGS (Historically Underrepresented Groups)

play positive roles in the story? (not just low-class jobs
or playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

8)

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action
for change?
Are the characters from a variety of backgrounds?
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended,
etc.]

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of
stereotypes? (ex. women should not always be only in
the home, minorities should not always be portrayed in
low-income towns)
Is the copyright up-to-date and does it provide current,
relevant information?

9)
10)

11)
12)
13)

14)

X
X

X
X

Comments: This is a great book to use in the

classroom! It is a modern setting in
Michigan, and includes recognition of the
differences between Jewish and Christian
celebration, while highlighting the beauty
and acceptance of each.

Title: Martin de Porres: the Rose in the Desert

Author: Gary D. Schmidt
Illustrator: David DiazCopyright Date: 2012
ISBN #: 978-0-547-61218-8
Description: Martin was born to a Spanish father and an
former slave, and was born into poverty. He was made fun of
accepted by others. He became a servant, but trusted God.
worked through him to perform many miracles, and he
to serve in churches. He became well-known and well-loved.

1)
2)

3)

Question
Is this book free of female stereotypes? (females always
cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always
liking sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

African,
and not
God
continued

Yes

No

N/A

Notes

X
X

Inthe
story,
Martin
is
stereot
yped
by
other
charact
ers
becaus
eofhis
race,
buthe
proves
the
stereot
ypes
wrong.

4)

5)
6)
7)

8)

9)

Are the illustrations free of stereotypes? (portraying

minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?
Do HUGS (Historically Underrepresented Groups)
play positive roles in the story? (not just low-class jobs
or playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action
for change?

X
X

10)

Are the characters from a variety of backgrounds?

Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended,
etc.]

11)
12)
13)

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of
stereotypes? (ex. women should not always be only in
the home, minorities should not always be portrayed in
low-income towns)
Is the copyright up-to-date and does it provide current,
relevant information?
Comments: This is a good book to use in the
classroom. It shows how even though Martin
was stereotyped, he stood up to those
stereotypes and proved them wrong. The
one thing to be cautious of, is that many
priests and religious leaders are the ones
doing the criticism and stereotyping. Make
sure that the students are aware that
although this did happen, all religious leaders
are not that way.

14)

X
X

Title: Christmas Around the World

Author: Emily Kelley
Illustrator: Priscilla KiedrowskiCopyright Date:
ISBN #: 0-87614-249-8
Description: This book explains what the
celebration of Christmas is. It explores different
of Christmas, and how it is celebrated around the

Question

1986
Christian
cultural celebrations
world.

Yes

No

N/A

Notes

1)
2)

3)

4)

5)
6)
7)

8)

Is this book free of female stereotypes? (females always

cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always
liking sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

X
X

Are the illustrations free of stereotypes? (portraying

minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?
Do HUGS (Historically Underrepresented Groups)
play positive roles in the story? (not just low-class jobs
or playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)

X
X

9)
10)

11)
12)
13)

14)

Are students empowered and encouraged to take action

for change?
Are the characters from a variety of backgrounds?
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended,
etc.]
Does the storyline include acceptance of everyone?
Is this book free of derogatory language?
Is the setting of the story accurate and free of
stereotypes? (ex. women should not always be only in
the home, minorities should not always be portrayed in
low-income towns)
Is the copyright up-to-date and does it provide current,
relevant information?

Comments: This is a good book to use in the

classroom. It explains the celebration of
Christmas by Christians in countries all over
the world and celebrates the beauty of
differences.

X
X

X
X
X

The
copyri
ght
isnt
update
d.
Howev
er,the
custom
sare
traditio
n,so
dont
change
much
over
time.

Title: The Best Eid Ever

Author: Asma Mobin-UddinIllustrator: Laura Jacobsen
Copyright Date: 2007
ISBN #: 978-1-59078-431-0
Description: This story is about a young Muslim girl named
Aneesa. It is the celebration of Eid, but she is not happy because
parents are not with her. Her grandmother gives her beautiful
outfits to cheer her up. While at the prayer hall, Aneesa meets two
who are refugees. She shares her new clothes with them and makes it the best Eid holiday ever.

1)
2)

3)

4)

5)
6)

Question
Is this book free of female stereotypes? (females always
cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always
liking sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

Yes
X
X

Are the illustrations free of stereotypes? (portraying

minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

X
X

No

N/A

Notes

her
girls

7)

Do HUGS (Historically Underrepresented Groups)

play positive roles in the story? (not just low-class jobs
or playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

8)

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action
for change?
Are the characters from a variety of backgrounds?
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended,
etc.]

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of
stereotypes? (ex. women should not always be only in
the home, minorities should not always be portrayed in
low-income towns)
Is the copyright up-to-date and does it provide current,
relevant information?

9)
10)

11)
12)
13)

14)

X
X

X
X

Comments: This is a good book to use in the

classroom. It is free of stereotypes and is a
modern story that children can make
connections with in their own lives. The
story even brings to light privilege. For
example, some of the girls talk about how
since coming to America, their dad has to
work--even on Eid!