Maddelyn Skeen

Emily Fountain
T&L 307: Survey of Children’s Literature
Barbara Ward
November 28th, 2017

Introduction-
This project is an analysis of a selected eight books off of a lengthy list of books that have
received the award for Notable Books for a Global Society. Each of the books we picked were published
in 2008 and 2009. Throughout this project the strengths and weaknesses of each book will be discussed,
we will criticize the literary elements of each book, and discuss our personal definitions prior to the
project and how they have changed as we learned more about multicultural literature. Through doing this
project we will gain a better understanding of literature and learn new ways to incorporate multicultural
books into our classrooms and be able to put these books into our curriculum. By using these
multicultural books in our classroom, we are making our students more comfortable in the world. “If the
majority’s culture children never see children of color in literature, will they not develop negative
attitudes about children who do not look like them (Boles, 2006)?” From reading these books, it has
opened up a whole new door in our lives and has made us more aware about the lives of others. Because
of the growth we have made by doing this project, we can pass our knowledge onto our future students.
Many people, including students have xenophobia which means that they have a fear of people who are
different than them and are strangers. (Tunnell, M, & Jacobs, J., 2016). Our hope is that our students
will be more aware and open minded about the world around the and will be open to reading books that
contain these varieties of lifestyles and learn to be more accepting of the people around them.

Purpose-
The purpose for this assignment is to recognize and examine the quality of multicultural literature
through the Notable Books for a Global Society. It is important as future teachers to have knowledge on
the characteristics of well written pieces of literature. Creating and supplying a diverse, multicultural
library provides students the opportunity to explore above and beyond. Some benefits to supplying a
multicultural-rich library is that minority students feel understood and recognized when their culture is
represented or acknowledged. According to Children’s Literature, Briefly, “Multicultural books present a
positive and reassuring representation of a reader’s own cultural group, they introduce readers to the
literary traditions of different world cultures or cultural groups within a specific nation and they introduce
readers to outstanding books, authors, and illustrators from other countries” ( Tunnell, M, & Jacobs, J.,
200-201). Students that are from mainstream cultures learn that there are other perspectives and ways of
doing things that are just as valuable as their own. (Boles, 2006). This project allows us to learn about
other cultures and open our eyes to different behaviors that might be considered a sign of respect from
another culture (Boles, 2006). As well informed teachers, we are able to form an accepting and
welcoming environment in our own classrooms.

Our definition of Multicultural/Global Literature-

I, Maddelyn Skeen, define multicultural/global literature as literature that includes or discusses

different cultures from around the world. My original definition was very vague and I didn’t have a lot of
background knowledge on the subject. Now I have a very different view on Multicultural or global
literature. My view now is that someone doesn’t need to be of a different culture in order to have a diverse
lifestyle or different than someone else. You can simply have different life experiences or live in a
different area. It is important to celebrate cultural diversity in the classroom as well as the relationships
we all build with one another.

I, Emily Fountain, define multicultural/global literature as literature that recognizes and

celebrates underrepresented groups and those who descend outside of the “mainstream” of
classifications such as disability, language, sexual orientation, religion, race, ethnicity, place of
origin and age. I arrived at this definition as I slowly read more into multicultural/global
literature. As I started finishing this project, I came to understand what makes a quality piece of
literature diverse and multicultural. I learned how important it is to celebrate diversity and the
common bonds we all share.

Bibliographic Information
Our selection process for finding books for this project started out by reviewing the list of
award winners for the Noble Books for a Global Society of each year. We chose book titles that
stood out to us and then read the short summaries that were included with the books. From there,
we chose the ones that we felt exemplified the criteria of Multicultural Literature and searched
for these books in the local libraries. We were able to find all of our books at the local and
university libraries.

Ajmera, M., Nakassis, M., & Pon, C. (2009). Faith. Watertown, MA: Charlesbridge.
Burg, A. E. (2009). All the Broken Pieces: A Novel in Verse. New York: Scholastic.
Carter, A. L. (2008). The Shepherd’s Daughter. Canada: House of Anansi Press.
De la Peña, M. (2008). Mexican WhiteBoy. New York: Delacorte Press.
Griffin, P. (2009). The Orange Houses. New York: Dial Books.
Nanji, S. (2008). Child of Dandelions. Honesdale, PA: An Imprint of Boyds Mills Press, Inc.
Nivola, C. A. (2008). Planting the Trees of Kenya: The Story of Wangari Maathai. New York:
Farrar, Straus, and Giroux.

Notable Books for a Global Society

Meeting Notable Books for a Global Society Criteria

Mexican Whiteboy- written by Matt de la Peña

Mexican Whiteboy by Matt de la Peña is the story of a boy named Danny and his family
who live in northern San Diego. Danny’s life is revolving around the sport of baseball at this
time and he’s a pretty good pitcher. Danny’s father leaves and returns to Mexico. Danny isn’t
sure why, but thinks it’s because he can’t deal with the fact that his son is biracial. Danny is
This book opens up a whole new door to reflection, critical analysis, and response.
Through the story, many events happen that we can reflect on. One big event is at the beginning
when Danny’s dad leaves him and his mom and goes back to Mexico. Why did he leave them?
How did that make Danny and his mom feel? How does it affect his life? These are all questions
that can be reflected on and responded to.
Demonstrate unique language or style

There are unique aspects to Mexican Whiteboy that make it an attractive piece of literary
work. Readers are exposed to many new themes as they read. Much of the language in the book
is what is referred to as Spanglish, which is a mix of English and Spanish and not considered
proper language, however a lot of people speak it. Throughout the storyline, there are references
to drug use, sexuality, racism and violence.

Meet generally-accepted criteria of quality for the genre in which they are written

This book meets the generally accepted criteria for nonfiction books for many reasons.
One reason is that Danny is caught between two different worlds. This is something that a lot of
people struggle with. Another thing that meets criteria is all of the events that occur in Danny’s
struggling with internal and external conflicts deciding if he fits in with the Mexican side of his
family or the white side. Danny later goes to Mexico and finds that he doesn’t fit in there either.
However, Danny makes a new friend and they share the love of baseball and they both come
from broken homes.

Critique
I absolutely loved the story being told and how it puts Danny’s struggles into perspective as you
read. Although the story is real and represents the life of a lot of hispanic children, I do not think
that all of the contents are appropriate for the age group it was written for. I can see some
controversy occurring over this book.

Part I- Include characters within a cultural group or between two or more cultural groups who
interact substantively and authentically

This story exposes the reader to two cultural groups; American culture and Mexican
culture. Danny is a biracial boy who does not feel that he fits into either side of his family. The
two lifestyles that he has to go back and forth between are very different. When he lives part of
his life in Mexico is where he is encountered with drugs, alcohol, sexuality, and violence.

Part II- Invite reflection, critical analysis, and response

life. Although some of them are sad, devastating things, they are very very real and are
common things for people to go through in their life.

Have an appealing format and be of enduring quality

Mexican Whiteboy sounds like an interesting book from the front cover but some might
even find it offensive. This book includes a little bit of violence as well as the use of drugs and
alcohol, racism, and sexuaality. It’s interesting because normally, when all of these things are
included in a book, it become challenged and sometimes banned as the books are meant for
young readers. On another hand, that is part of what makes this book so powerful. While reading,
you begin to realize how real Danny’s problems and life struggles really are and it makes you
wonder how many people around you could be going through the same thing.

Planting the Trees of Kenya- written by Clair A. Nivola

Planting the Trees of Kenya by Claire A. Nivola is the story of Wangari Maathai who
notices changes occurring in the place she calls home. There are more people, and not enough
food to feed everyone. Instead of being like everyone else, Wangari wants to make a change and
be a solution to the problem. Wangari teaches those around her to use the seeds of other plants to
grow new ones and from that they are able to feed the entire population in Kenya.

Critique
The idea of having one person in charge is great and wonderful, but would did sit really happen
that easy? While reading, I caught myself thinking about how easy it was for Wangari to get her
people to work with her and solve this problem. In today’s world, it seems like nothing could
ever be so easy.

Meeting Notable Books for a Global Society Criteria

Part I- Portray cultural accuracy and authenticity of characters in terms of (a) physical
characteristics, (b) intellectual abilities and problem solving capabilities, (c) leadership and
cooperative dimensions, and (d) social and economic status.

This picture book accurately portrays cultural accuracy and authenticity of characters in
terms of physical characteristics, intellectual abilities and problem solving capabilities,
leadership and cooperative dimensions, and social and economic status in many ways. Accuracy
and authenticity of characters in terms of characteristics is shown through Wangari because she
wants to be different than everyone else. She notices that everyone around her is complaining
about the changes being made in Kenya, however she is the only one who wants to make a
change. Wangari is determined and strong willed and she stands out compared to the other
characters. Problem solving capabilities are also shown through Wangari because she is quick to
find a solution to the problem. She knows that she can grow other trees and plants using the little
amount that they have left, however she knows she cannot do it alone. Wangari displays problem
solving capabilities by teaching those around her how they can help. She teaches everyone else
how to use seeds of living trees to grow more and more. This also reflects Wangari’s leadership
skills. She took it upon herself to teach those around her and make a difference in their home.
Social and economic status of Kenya is showed through the struggles that they face when their
land that use to be covered in clothes of green quickly becomes dry land. The people of Kenya
run out of food and cannot feed themselves or their children. They are forced to buy food from
stores that they cannot afford nor is it enough to feed everyone. This accurately shows the
economic status of the people of Kenya as a whole and the struggles they are faced with daily.

Part II- Invite reflection, critical analysis, and response.

 This book does a great job inviting reflection, critical analyses, and response because this
book is written about a part of the world that we are not familiar with and a lifestyle that we do
not know. It allows a lot of reflection for people like us. The story being told is easy to reflect on
because there are many aspects. You can reflect on the setting and how it is different from yours,
you can discuss Wangari and her determination to make a change, and you can reflect on the
cultural differences between life in Kenya and the life you live.

Demonstrate unique language or style

We wouldn’t necessarily say that the language unique, however we do feel that it is very
relevant to the rest of the story. Because the story is held in Kenya, the author uses a lot of words
that are relevant to the life in Kenya. For example, the book talks about growing cassava, pigeon
peas, and sorghum. These are not common things to grow in all areas of the world, but are very
relevant in Kenya. The style of writing is very creative and shows that the author has a lot of love
for the land that she grew up on. The way the book is written is calm and really lets you
understand what these people are going through which makes it that much more enjoyable.

Meet generally-accepted criteria of quality for the genre in which they are written

Planting the Trees of Kenya meets the general criteria of a nonfiction book for a few
reasons. This book includes a real life situation when it discusses the changes in Kenya, not
being able to afford the food at the stores, as well as finding a solution to the problem. The story
also has a purpose to inform the readers of what life was like at this time and the sacrifices that
were made in the lives of all the people in order to feed their families.

Have an appealing format and be of enduring quality

Enduring quality and appealing format is very much expressed in this book. Although it
was a short picture book, it is very eye opening and informative of the life these people lived. It
shows how determined everyone was to make a change and the sacrifices they had to face in
order to support themselves and their families. After reading this book, we am touched at the way
Kenyans live their lives each day. Life was really put into a whole new perspective after reading
this book.

The Shepherd’s Granddaughter- written by Anne Laurel Carter

The Shepherd's Granddaughter by Anne Laurel Carter is about a young girl named
Amani, known as “sheep girl”, who desires to follow her grandfather’s footsteps as a shepherd.
In Muslim tradition, it is not acceptable for girls to be shepherds. They are expected to get an
education and marry. Amani becomes an apprentice of her grandfather, Seedo. She quickly
learns that it is not an easy job and it requires a lot more than just guiding sheep. Israelis capture
the nearby land and turn it into settlements which make the job of a Palestinian shepherd a lot
more difficult. The Shepherd’s Granddaughter gives perspective about what the Palestinian’s
went through during the Israeli Palestinian conflict.
Critique-

This book is from the point of view from a young girl who is the granddaughter of a
shepherd. Although it is interesting, it would have been insightful to see the point of view from
grandfather shepherd himself. This would give a clear description of what it is like to be a
shepherd and the hard work they go through.

Meeting Notable Books for a Global Society Criteria

Part I- Be rich in cultural details

This book was rich with cultural details. Throughout the story of Amani, you learn more
and more about the traditions of Islam. You learn about prayer, who they pray to, traditions
within the religion and the beautiful language of Arabic. Especially when Amani talks to her
Mama. “Kul Yom,” Mama would sigh, shaking her head. “Kul yom you ask me. Kul yom I hav
the same answer” (Carter, 23). Kul Yom stands for “every morning” in Arabic. It is interesting to
see the different commands from a different culture.

Part II- Invite reflection, critical analysis, and response.

The Shepherd’s Granddaughter invites reflection, critical analysis and response

throughout the book. We often receive national information through TV channels, news articles
and social media websites. Not all stories are true and they are often told from a negative
perspective to gain a larger audience. When reading this book, you see the Israeli Palestinian
conflict through a different pair of eyes. After reading this true story, the reader is able to reflect
on the Palestinian people and the events they went through. They are also able to make their
own response to the overall view of the Israeli Palestinian conflict.

Demonstrate unique language or style

This book demonstrates an unique language. The main character, Amani, comes from a
Muslim family that speaks Arabic. The author includes many commands and short words that
leaves the reader thinking what it means. There are times where the meaning is included but we
found myself looking up the words on the internet. Words that the reader will come across are:
Khalas, which means salvation (Carter, 34), Habeebi, translates to baby (Carter, 45),
Insha’allah, translates to God (Carter, 49), Bism Allah al-rahman al-raheem, translates to in the
name of Allah (Carter, 70), and Ahlan, translates to welcome (Carter, 108).

Meet generally-accepted criteria of quality for the genre in which they are written

This book meets generally-accepted criteria of quality for the genre in which they are
written because it does an amazing job in putting the reader in Amani’s shoes. It was beautifully
written where it told the suffering of Palestinians in a moving and affecting way. The reader is
able to imagine what it was like to be a Palestinian during the Palestinian Israeli conflict. We
were able to imagine every part of this book and that is why it meets the criteria of a quality
nonfiction book.

Have an appealing format and be of enduring quality

The Shepherd’s Granddaughter has an appealing format and enduring quality. The cover
is appealing and eye catching because it has a picture of a beautiful Palestinian woman. we
thought that the cover added to my imagination and provided me a first look at what the book
was going to be about. We liked the size of the book and positive reviews on the back.

Child of Dandelions- Written by Shenaaz Nanji

Child of Dandelions is about a 15-year-old Indian girl who was born in Uganda named
Sabine. President Idi Amin declared a message to the entire nation of East Africa Uganda. He
wanted to “weed out” foreign Indians and was giving 90 days to do so. Her father ensures that
Sabine’s family is protected by their citizenship. Sabine continues to remember the 90 day
countdown. Throughout the countdown, it becomes clear that the target of the forced expulsion
is all South Asians. Sabine goes through a series of disappointments, questions of friendship,
loss, heartbreaks, and terror.

Critique-

Child of Dandelions is a beautiful story and I can only imagine what it would have
looked like at that time. Although it is a picture book, small pictures would have been the cherry
on top to this book. The cover is very colorful and eye catching. It would be nice to see some
pictures throughout the book.

Meeting Notable Books for a Global Society Criteria

Part I- Provide in-depth treatment of cultural issues

This book contains an in-depth treatment of cultural issues during the expulsion of
Indians and Pakistanis in 1972. You learn about this period of time through the eyes of a 15-
year-old girl who fears of her family’s life and her own. The reader feels a sense of heartbreak
when Sabine’s learns she is being disowned from her country of birth. The story is about Sabine
and her family fighting against the unfairness and politics of power and war. The reader steps
into a part of history that is not often taught in grade school curriculum and can learn from a
whole new perception of this event. The reader also learns the treatment of many of the Indians
based off of how Sabine’s family was treated.

Part II- Invite reflection, critical analysis, and response

 Child of Dandelions invites deep reflection where the reader is able to learn about the
historical event from a unique point of view. From there, they are able to reflect and create a
new opinion about the expulsion of Indians and Pakistanis of 1972 in Uganda. The reader is able
to respond and analyze the particular treatment of the Indians and Pakistanis through personal,
true story events that Sabine witnesses.

Demonstrate unique language or style

The book is told from a girl who grew up in Uganda. Throughout the story, you learn
new phrases and commands in Swahili, which is the native language in Uganda. It is unique
because many of these words are unfamiliar and can be new to the reader. The style is also
unique and eye catching because the author uses many onomatopoeias. It adds suspense and the
reader is left wanting to know what happens next.

Meet generally-accepted criteria of quality for the genre in which they are written

Child of Dandelions meets generally-accepted criteria of quality of the genre by telling

the story from a girl who is being pushed out of her country of birth. The reader is able to
understand the emotions that Sabine feels and picture the actions that are happening in the story.
The story is meaningful and invites participation. The author has a purpose for writing the story
of Sabine’s experience and wants to engage the reader through beautiful language and characters
that feel real.

Have an appealing format and be of enduring quality.

The cover of this book beautiful and unique. It looks mysterious and it stands out on a
shelf of books. The font is unique and displays the Swahili language in an attractive way. As far
as what is inside the book, it holds a certain suspense that is interesting from page 1 to page 214.
The reader is easily about to step inside the book and imagine themselves in Sabine. We think
every high school student should read this book because this part of history is unknown. The
overall formal and quality deserves a high rating.

14 Cows for America- Written by Carmen Agra Deedy

14 Cows for America by Carmen Agra Deedy is the story of a village in western Kenya. A
depressing nine months has passed since the 9/11 attacks and the hearts of people all around the
world are still heavy. The Maasai people of Kenya offer their 14 cows as a gift to the saddened
people of America. To the Maasai people, cows are life. This kind gesture from the Maasai
people creates a light in the lives of the Americans.

Critique
 The Maasai people of Kenya were very generous with their give the the Americans. They
gave up 14 cows, something they saw as one of the greatest things in life. Like Planting the
Trees of Kenya, it seemed too easy. There was no disagreement over what the gift should be, how
many cows they should give. It didn’t seem practical.

Meeting Notable Books for a Global Society Criteria

Part I- Honor and celebrate diversity as well as common bonds in humanity

This book showed a lot of diversity between cultures and what they view as important. In
this story, the Maasai people of Kenya view their cows as the most important things in life. In
fact, they claim that their cows are life (Deedy, 8). As a kind gift to the Americans after the 9/11
attacks, the Maasai people give them this precious gift of 14 cows. This gift showed the
Americans how sad the Maasai people were after this tragic event and was a gesture towards
hope and friendship.

Part II- Invite reflection, critical analysis, and response

After reading this book, there is much to reflect on. As a reader you can reflect on the
lives of the Maasai people of Kenya and how their lives are different from their own. You can
also reflect on why the cows were viewed as so important to the Maasai people and why they
chose that as their gift to the Americans instead of something else. Another thing you could
reflect on and respond to is how the Americans felt towards the Maasai people and in general
after they received this kind gift.

Demonstrate unique language or style

The style of writing was very unique in this story. From the first page the words have you
hooked. It’s almost as if you can feel the words and feelings in your own body. The language
creates a vivid picture in your head of what is happening and keeps you wanting more.
Something that was very enjoyable was that the author included some of the Kenyan language.
The text states, “His eyes find his mother across the enkang, the ring of huts with their roofs of
sun-baked dung.” (Deedy, 9). This allows the reader to get a little taste of their language and
culture as they read.

Meet generally-accepted criteria of quality for the genre in which they are written

14 Cows for America does a fantastic job at meeting the criteria for the genre it is written.
This is a nonfiction book and is accurately showed through real life events that could happen in
the everyday life of the people of Kenya. With much vivid detail, the reader can put themselves
in the character’s shoes and take a look at life through their eyes. Deedy also does an exceptional
job expressing the feelings and emotions of the Maasai people showing their true colors and how
kind they are as human beings.
Have an appealing format and be of enduring quality.

The quality and format of 14 Cows for America is appealing because it tells a unique
story and is very well written. The reader is drawn simply from looking at the cover. Although
the cover is very plain, it makes you wonder what the book will be about because of its
interesting title. Before the story begins, the author leaves a hot explaining her decision to write
this book and her life that influenced it. This was a great addition to the book and served as a
great introduction before you begin reading.

Award Winner
All the Broken Pieces: A Novel in Verse- written by Ann E. Burg
Burg, A. E. (2009). All the Broken Pieces: A Novel in Verse. New York: Scholastic.

All the Broken Pieces by Ann E. Burg is an incredible story about a young boy named
Matt who was born in Vietnam. His father was an American soldier who abandoned his family
and his mother begged American soldiers to take her son back to the United States. Matt is now
adopted by two loving parents who support him in playing baseball and piano. Because of his
past in Vietnam, his daily decisions are affected. Through baseball and piano, he learns more
about himself and how to work as a team.

Meeting Notable Books for a Global Society Criteria

Part I- Honor and celebrate diversity as well as common bonds in humanity

In All the Broken Pieces: A Novel in Verse, Matt was born in Vietnam and lived there
during the war in Vietnam. He was then airlifted to the United States. His father was an
American but his mother was a Vietnamese citizen. This book honors and celebrates diversity in
that it recognizes what it is like to be half Vietnamese and half American and living through the
Vietnam War. He is adopted by American citizens and starts a new life in a whole new country.
Matt goes through bullying, doubt, and has post-traumatic stress disorder. He learns to make
friends and tries new activities. His family respects his heritage and often tries to reconnect Matt
throughout his new adoption. This book also celebrates diversity in that Matt and his baseball
team are assigned a new coach after Coach Robeson is going through cancer treatment. The new
coach is a little different than other coaches because he gets around using his wheelchair. The
team learns that no matter your race, disability, or birth place, anyone can teach, learn and play
baseball. They all share one bond and that is a love for the game of baseball. This book also
does an amazing job in recognizing the background of Matt. It does not miss a detail. In the text
it says, “Cultural authenticity, a sensitive issue in children’s literature today, means that those
from within a culture feel that a book has accurately and honestly reflected their experiences and
view-points” (Tunnell, M, & Jacobs, J., 203).

Part II- Invite reflection, critical analysis, and response.

This book allows the reader to reflect on what Matt went through after he was adopted.
There is so much that happens to Matt and a lot of it is due to the post-traumatic stress disorder
from living during the war in Vietnam. After reading this book, readers get a realistic and painful
picture of what it was like to live before, during and after the Vietnam war. There is an
aftereffect that comes with this book and can help the reader understand Matt’s life and
emotions. The book does an incredible job in providing detailed emotions from Matt’s feelings
and what is going through his mind.

Demonstrate unique language or style

The style of this book is very unique. It is formed into poetry by telling a story like a
regular book. It hops around from event-to-event which makes the writing style different from
any other. It creates a powerful effect on the reader because the shortest words can have the
largest meanings.
“It’s not your fault,
She repeats,
Holding him in one arm
And me in the other
Holding me
And rocking me
It's not your fault.
You’re safe, Matt.
You’re safe.
It’s going to be okay.
There is darkness all around us,
But you will never be alone” (Burg, 90).
The style contributes to the effectiveness of the whole book. The reader is experiencing a whole
new form of literature by reading lines of just 3-4 word that have an immediate effect. It is a
powerful style that can change the audience’s thoughts.

Meet generally-accepted criteria of quality for the genre in which they are written

All the Broken Pieces: A Novel in Verse does an exceptional job at meeting criteria of of
quality for the genre. Through much descriptive detail, the reader is able to feel how the
characters are feeling and put themselves in their shoes. The author did a beautiful job in
describing the emotions of Matt from feeling happy, doubtful, stressed, sad, guilt and grateful.
The book perfectly captures Matt’s voice and thoughts throughout the story.

Have an appealing format and be of enduring quality

 The quality and format are very appealing because they are unique. The way the author
tells the story in a poetic format makes the story of Matt realistic and alive. It pulls the reader’s
attention throughout every page and leaves them wanting more. We would read more books if
they were formatted like All the Broken Pieces: A Novel in Verse.

We chose All the Broken Pieces: A Novel in Verse as our Multicultural Literature Award
Winner because truly represents the meaning of a quality piece of literature. After reading the
criteria of the Notable Books for a Global Society, we believe is goes above and beyond the
requirements. The book meets the criteria of providing in-depth treatment of cultural issues and
honor and celebrate diversity as well as common bond in humanity. This book recognizes
unique backgrounds and does not just celebrate them but incorporates the minor details. It has a
powerful effect on the reader because they are able to step inside the book to feel the emotions of
the characters. All the Broken Pieces: A Novel in Verse has many important messages. One of
them being that baseball, and any activity, is playable for anyone whether you are Vietnamese,
disabled, shy, young, or any other characteristic that sets you outside the “mainstream”. The
author truly cares about telling Matt’s story and history in Vietnam. She does a beautiful job
capturing his thoughts and feelings throughout the entire book. We After completing this
project, All the Broken Pieces: A Novel in Verse exemplifies the true meaning of Multicultural
Literature and deserves our nomination for the Global Literature award.

All the Broken Pieces: A Novel in Verse would be a great book to include in our 4-5th
grade classrooms. Although the story has an unique format, it would be an easier read for
students that have trouble following long sentences. Students are able to picture in their own
imaginations and feel the emotions of Matt because of the powerful writing created by the
author. They are also able to respond to the messages based off what they learned about a child
living through the Vietnam war. This book would be a great silent read and reflection book
because it is not hidden poetry. The story is laid out and right there in front of the student’s eyes.
This book would be appealing for students that enjoy the poetry format and for those who like
the topic of history. All the Broken Pieces: A Novel in Verse would be a useful book when
teaching about the Vietnam war or the different styles of poetry.

Critique/Weakness

One weakness that we noticed in All the Broken Pieces: A Novel in Verse was that it hops
around from setting to setting. This can difficult to follow along especially for students that need
an obvious transition. The book moves from many different settings without a clear change
especially when going from Matt’s thoughts to real life. A second weakness that we noticed was
that the book could have integrated more background of Matt’s life in Vietnam. Although Matt’s
personality and character was sheltered, it would help students understand his transition from
Vietnam to America. By doing this, the book becomes even more Multiculturally aware and rich
in cultural details.

Plot-
The plot was clear and evident throughout the story. The main idea was to show
the transition that Matt went through when he came back from Vietnam. Although it was
hard to follow at times, it was clear what the focus was.
Theme-
we thought the theme was beautiful because it was told from Matt’s point of view.
You got to take a sneak peek inside his head and hear his thoughts. One thing that we
would have added was how his new parents were feeling and seeing. It would have been
a nice touch.

Voice-
The author did a beautiful job in being descriptive of Matt’s thoughts and
emotions. I felt what Matt was feeling and I was connected to the book because the voice
was so strong.

Characterization-
We would have added a bit more emotion from Matt’s parents or added them into
the thought process. We also would have made it clear who was speaking and thinking.
Other than that, we thought that the book was clear on the feelings of other characters and
their actions.

Writing Style-
We thought the writing style was spectacular because we have never read
something like that before. It was unique and intriguing. If there were more books
writing to this style, we would be reading a lot more.

Honor Award Nominee

Faith- written by Maya Ajmera Magda Nakassis and Cynthia Pon
Ajmera, M., Nakassis, M., & Pon, C. (2009). Faith. Watertown, MA: Charlesbridge.

Faith by Maya Ajmera, Magda Nakassis and Cynthia Pon is a colorful picture book that
highlights the many different religions around the world. Throughout the book it discusses
several faiths and traditions that are celebrated in different countries such as Hinduism,
Christianity, Daoism, Rastafarianism, Ramadan, Islam, Jainism, Judaism and so many more.
There are many photographs of children and adults from various cultures practicing their faith.
Under every picture, there is a description of what the people in the picture are doing and the
religion that is being practiced. Through colorful, bright pictures, the reader is able to learn the
different traditions, holidays, prayers, and attire each religion is associated with.

Meeting Notable Books for a Global Society Criteria

Part I- Honor and celebrate diversity as well as common bonds in humanity.

This picture book honors and celebrates diversity as well as common bonds in humanity .
Throughout the book, it commemorates the wide range of diversities around the world. It
discusses the aspects and features to each religion as well as what makes it unique. There are
many different expressions that are incorporated with each religion. Expressions such as
praying, singing, learning, helping, reading, chanting, listening, celebrating holidays and
festivals, wearing traditional clothes, and giving. Although each religion is unique in it’s own
way, the book does a great job in recognizing the common threads that bring people together. On
pages 28-36 the book discusses the bonds of caring, helping those around us, making friends,
building peace, and giving to others in need. While each religion is distinct in it’s own way, they
all have the similar goals and outcomes. Something we noticed when reading this book was that
there is a significant difference of photographs between children and adults. The reason that
there are more photographs of children is because young students are the targeted audience. The
book wants to relay a message that many children practice different faiths but it is important to
accept, welcome and share with everyone. Faith does an amazing job at highlighting the
beautiful elements of each religion by celebrating it through pictures and descriptions.

Part II- Invite reflection, critical analysis, and response.

The book provides insight on each religion and allows the reader to reflect and analyze
the expressions associated with every faith. This book gives people that practice one religion an
awareness of the diversity of worship in our world. The reader can reflect on the differences
between worship and the similarities. In the end, the book comes together as one and celebrates
the common ground all religions share.

Demonstrate unique language or style

Faith demonstrates unique language in that there is plenty of new vocabulary I have
never heard of. At the end of the book, there is a glossary for those who want to learn more
about particular religions. It is very helpful when reading the book because some words are only
used with certain faiths. The photographs are beautiful because they are colorful and display
happiness with each religion. It contributes to the style and provides a positive outlook for each
faith.

Meet generally-accepted criteria of quality for the genre in which they are written

The book meets generally-accepted criteria of quality of the genre in which they are
written or displayed. Because this is a picture book, you see real life photographs that are
associated with everyday life in all religions. Each picture is different in that the actions and
practices are unique in color, shapes and content.

Have an appealing format and be of enduring quality.

Faith has an appealing format and endures quality because it is bright, colorful and fully
of culture. It is extremely appealing to the eye as soon as you pick it up. The book was very
informative and helpful when learning about different religions. The pictures are really good
quality because they highlight every piece of clothing, symbol and book. The quality of the book
deserves a five star rating because of the print and the features.
 We chose Faith as our first Honor Nominee because it exemplifies the true meaning of
Multicultural Literature. The book does more than inform the reader by providing beautiful
pictures and explaining the bonds that all religions share. It is a stunning book that celebrates
diversity and includes as much detail as possible. It truly measures up to the criteria of the
Notable Books for a Global Society. Faith is rich in cultural details by displaying photographs
with descriptions that explain the religion and tradition that is being celebrated. It also honors
and celebrates diversity as well as common bonds in humanity by describing the common
characteristics and goals of all the religions around the world. The book does not differentiate
between the religions but instead highlights the uniqueness of each. It is a powerful, well
composed book that deserves our Honor Nomination.

This book can be used in a wide variety of grade levels. It would be beneficial for me as
a teacher to have background knowledge on the different religions around the world. Faith would
be appealing to young children because of the colorful photographs. It would also be relatable
because most of the pictures contain young children practicing their own religion. One strength
that this book has is a glossary of words that may be unfamiliar to the audience. This would be
extremely helpful for students who do not know a word that is associated with a particular
religion. Students can learn a lot from Faith and use that information in their daily school and
regular life. In our chosen article, “The Effects of Multicultural Literature in the Classroom”, it
discusses an important benefit in including diversity in the classroom. “Our society is becoming
increasingly diverse and it is more important now than ever before to learn all that we can truly
create a welcoming classroom atmosphere” (Boles, 2006).

One downfall we found when reading Faith was that including this book in our library
could create some controversy. It is a religious-based text that may trigger or upset particular
parents or staff members. Although it does focus on religion, it does not force or persuade the
reader to practice a religion and it does not look down on any religion. The purpose of this book
is to inform, celebrate diversity and display a common thread between all religions.

Plot-
The plot was simple and easy to recognize once you finished the book. The main idea
was to celebrate all religions and to recognize the ties they share. It was a beautiful book filled
with important information and artistic pictures.

Theme-
The theme of the book was fantastic! Throughout the book there are gorgeous photos
from every religion and every page is colorful. I think the author was trying to highlight the
important components of each religion.

Voice-
The voice of the book was very informational. Under every picture there was an
explanation of what was happening in the photo. It was helpful because some traditions and
religions are unknown.

Characterization-
There were no central characters in this book. However, many religions were considered
and were represented beautifully through photographs and symbols.

Writing Style-
The writing style was easy to understand and could be used in variety of ages and ways.
It can be used as a silent read for students that are in the grades 2-4 and can be read aloud to most
ages. The writing style was simple, informative and beautifully written.

Honor Award Nominee

The Orange Houses- Written by Paul Griffin
Griffin, P. (2009). The Orange Houses. New York: Dial Books
Before the story begins, we get a glimpse of Jimmi’s life, an 18 year old veteran. In an
hour, Jimmi will be hanged and then we bounce back in time to about a month before. A hearing
impaired girl, Mik, is tired of everyone constantly talking about her impairment. She knows
everyone wants what is best for her, but sometimes she likes her crummy hearing aids and being
able to shut off the world when she pleases. Not only does Mik struggle with her hearing
impairment, she also has a friend who might be deported due to immigration laws and gets
bullied by others at school for something she cannot control. While Jimmi is trying to save Mik
from the bullies, he gets hurt and taken to the hospital where he is put on drugs to numb the pain
and he accidentally tells about Mik’s friend being an illegal immigrant. She then gets deported
and Mik is hurt about losing her friend. Mik decides to start using her new hearing aids so she
can hear what is going on around her.

Critique/Weakness

The book, in general, was not what we were hoping for. The stories from all three point
of views were all interesting, but because they were written in third person, we didn’t feel the
connection with the characters that we was hoping to feel.

Meeting Notable Books for a Global Society Criteria

Part I- Honor and celebrate diversity as well as common bonds in humanity

 The Orange Houses is full of diversity as you learn about the different lifestyles of three
main characters. The main character, Mik, is deaf and struggles daily with bullies at school and
constantly listening to everyone's two cents about her life. Jimmi is an 18 year old war vet who is
about to get hanged, and lastly, Fatima, who is an illegal immigrant who gets deported back to
her country. There are three very diverse lifestyles being presented in this book as well as the
special bonds each of them share in their lives.

Part II- Invite reflection, critical analysis, and response

There is much to reflect on as you read this book because there are so many stories being
told at the same time. You are introduced to the life of Jimmi and can reflect on his life and how
he feels being so young and being a war veteran. You also take a look inside the life of Fatima
which is an illegal immigrant who has to constantly worry about being deported back to her
home land. You can discuss and reflect how she feels on a daily basis. Lastly, we have Mik who
is deaf and is constantly getting help that she didn’t ask for from people who love her. She loves
being able to shut the world out, but people insist on helping. Responding to how she feels
trapped in her own life can be an interesting conversation and will get people thinking.

Demonstrate unique language or style

The style of the book was very interesting to me. The figurative language that was used
really let us know how each character was feeling at any given time. This really let us feel how
they were feeling and could imagine the the things they were doing. Using this style of writing
really gets the reader hooked and allows for deeper thinking about the book in general.
Throughout the book there were plenty of words that were unheard of because of the difference
in lifestyles between me and the character. This really made me think about the differences we all
face everyday.

Meet generally-accepted criteria of quality for the genre in which they are written

The Orange Houses does a great job meeting the generally accepted criteria for
nonfiction books. The author does a great job incorporating multiple diverse lifestyles and allows
us to experience a life in someone else's shoes. All of the events that occur in this book are very
real and could happen at any given day in anyone's life. Taking the time to think that someone
could be going through very similar things is amazing to me. This isn’t a picture book, however
there are small sketches included that really let you see the events happen.

Have an appealing format and be of enduring quality

This book was very appealing just from looking at the cover. It was very plain, but
showed a picture of a white building that was tall. Because the title talks about orange houses,
we were automatically pulled in trying to figure out why the front showed white rather than
orange. Paul Griffin does a fantastic job of pulling you into each different story being told and
makes you want to keep reading. Orange Houses represented enduring quality because the
stories of each character were so unique and different from anything we had ever heard.

We chose The Orange Houses as our second Honor Nominee because it exemplifies the
meaning of Multicultural Literature. The book does an exceptional job of informing the reader of
three very different lifestyles and how they can all be present in the world around you. This is a
breathtaking book that celebrates diversity. The Orange Houses meets all of the Notable Books
For a Global Society criteria, however we felt that it could’ve dug a little deeper into the details
of each of the diverse lives being presented. The book was very well written and was very
deserving of our Honor Nomination.

We decided that we do not feel this book would be appropriate for all ages and should
only be included into middle school or higher classrooms. As a teacher, this book should be read
prior to putting it in the classroom and make sure you have a strong case for keeping it there.
Included in the story are some very graphic parts, which leads us into thinking that teaching this
book wouldn’t be a great option as some parents/students would not be comfortable having to
read these parts. However, we do feel that keeping this book in our classroom library would be
beneficial because there are students who would gravitate towards these books and give them
something they love to read. “Students need to be able to make connections between literature
and their everyday lives. Literature can provide children with a sense of affirmation about
themselves and their culture (Boles, 2006).

One downfall we found when reading The Orange Houses was that including this book in
our library could create some controversy. There are some parts of the book that are very
graphic and wouldn’t be appropriate for younger readers. There is much to learn while reading
this book, however people could be concerned about some of the content.

Plot
The plot seemed to be lacking to me. The lives of the three main characters were very
real and interesting, but the plot outside of those three lives wasn’t too exciting. We felt that there
were three characters and their lives being shared with us but that was it.

Theme
There are many themes present in this book which is great because we think that a lesson
is learned through each theme. One of the biggest themes that we noticed was ‘struggle’. Each of
the three characters struggled in their own way and had their own way of coping with their
struggles.

Voice
As mentioned above, we were not crazy about the writing style. Because it was written in
third person, we wasn’t connected to the characters like we were hoping to be. That is something
that we need when reading a book and it just wasn’t happening as we read this book.

Characterization
Jimmi and Fatima were my favorite characters in this book. Both were such strong, tough
people and we really enjoyed that about them. We did not like Tamika in this story because she
was almost the exact opposite of Jimmi and Fatima. She also had a sour attitude which made me
like her even less.

Writing Style
The style of the book was perfect for the age of the audience this book was intended for.
The words are very simple and flows well. We didn’t like how each chapter rotated between
people. This made it somewhat hard to follow and we found ourselves looking back to the
previous chapters to see where that character left off.

Bibliography of Sources
Tunnell, M, & Jacobs, J. (2008). Children's literature, briefly. Upper Saddle River, NJ: Pearson
Prentice Hall.

Boles, Maria, "The Effects of Multicultural Literature in the Classroom" (2006). Senior Honors
Theses. 62.
Received from
http://commons.emich.edu/honors/62

Ajmera, M., Nakassis, M., & Pon, C. (2009). Faith. Watertown, MA: Charlesbridge.
Burg, A. E. (2009). All the Broken Pieces: A Novel in Verse. New York: Scholastic.
Carter, A. L. (2008). The Shepherd’s Daughter. Canada: House of Anansi Press.
De la Peña, M. (2008). Mexican WhiteBoy. New York: Delacorte Press.
Griffin, P. (2009). The Orange Houses. New York: Dial Books.
Nanji, S. (2008). Child of Dandelions. Honesdale, PA: An Imprint of Boyds Mills Press, Inc.
Nivola, C. A. (2008). Planting the Trees of Kenya: The Story of Wangari Maathai. New York:
Farrar, Straus, and Giroux.

Conclusion-
From this assignment, we have learned a ton about multicultural literature. We learned
about what should be included into multicultural books, how to be more multicultural in our own
lives, as well as how much thought goes into a quality book that integrates different cultures. We
also learned what it takes to qualify as a NBGS winner and how we can incorporate them into
our classrooms. I, Maddy, would like to learn more about the authors of these books and the
knowledge they obtain about the cultures they write about. Luckily, for this assignment, most of
our authors were from the culture they were writing about, but I know that it is common for that
to not be the case. I think it is very important for authors to have correct information from a
reliable source if they are going to write about a culture other than their own.

I, Emily, have learned a lot from this assignment. I was never multiculturally aware,
especially with children’s literature. I understood the importance but I did not know the benefits
or the positivity it could bring to a classroom. One of the biggest things I learned was to avoid
stereotyping. An important quote from the text that I found interesting was, “Racial or cultural
stereotyping must be avoided. Stereotypes are alienating because they perpetuate a simplified,
biased, and often negative view of groups of people: African Americans are poor, all Mexicans
are lazy, all Asians are secretive and sly, all Jews are born entrepreneurs, and all white Americans
are arrogant and loud” (Tunnell, M, & Jacobs, J., 203). I learned that I do not want my students
to grow up with stereotypes. I want my classroom to be positive and welcoming of all skin
colors, religions, beliefs, personalities and genders. I learned the impact of having a
multicultural library and how that can make a single student feel understood and represented. I
learned the overall important of multicultural literature and that I want to make my classroom
library as diverse as it can be.

If we were to do the assignment over again, we would like to have a better understanding
of what is expected as well as break it up into smaller chunks so it doesn’t occupy so much of
our time. As we were working on the assignment, we noticed we had a lot of questions that
needed to be clarified in order to have a solid understanding. Another thing that I (Maddy) would
change is to read my books more in depth, especially my picture books. I felt that the first time I
read my books, I was reading the words and not paying a lot of attention to the pictures that came
with it. The pictures really added to the story and made a deeper impact as I read.

This assignment ties into our course work in multiple ways. One way that really stood out
to us is how to incorporate multicultural books into our classroom and using them to build our
classroom library. Throughout the course we have spent a lot of time focusing on what makes a
“good” book. This assignment shows a lot of high quality books that are also fun for students to
read. These books also tie into our ELL courses because we are constantly discussing how we are
going to make our ELLs more comfortable in the classroom setting. Using books that include
their culture is a great way to make them feel welcomed as well as giving other students the
opportunities to learn about their peers’ cultures. We would like to conclude this assignment
with a quote from the text that we feel perfectly represents Multicultural Children’s Literature:
“Well-written books that express multicultural themes or are international in their origins may
have a profound effect on readers, prompting a global outlook as well as an understanding that
members of the human family have more similarities than differences” (Tunnell, M, & Jacobs, J.,
201)