Jessica Wilcox

2/15/10

Rationale:
I chose this specific set of books to represent the way I incorporate
multicultural literature into my classroom. While the books might seem a little
young for the age group, I use these books as a jumping off point for deeper and
more complex thinking about the connections we share as people within various
cultures. In my personal background, I received almost no exposure to
multicultural literature. I remember specifically being taught Greek mythology
as a part of my fifth grade diversity unity. Although my family includes
Cherokee, Navajo, Irish, English, and Dutch roots, my personal family was so
removed from any knowledge of their families that I did not grow up in an
environment of awareness. As an adult, I have been pleasantly surprised by the
connections that I feel to other people through the sharing of stories and
experiences. My goal with this specific group of books is to encompass more
than one specific group of people. Although I did not include it in this
grouping, I also teach the legends of Mulan as a part of this unit of study. I
usually structure these books in such a way that my students move from focusing
solely on their own personal experience and history and then move outward to a
greater understanding of interconnectedness and intercultural dependency. My
overarching goal is to give my students an understanding of how they share in
the human experience with people all over the world.

· title: The Goat in the Rug: as told by Geraldine

· author/illustrator: Charles L. Blood & Martin Link/Nancy Winslow Parker
· publisher, copyright,: Aladdin Paperbacks edition 1990/Simon & Schuster
Children s Publishing Division
· ISBN number:0-689-71418-1
· genre: juvenile fiction
· current library location of book: Arbor Christian Academy
· Summary:
In this simple yet sweet little book, Geraldine, a goat, tells the story of Glee
Nasbah the Navajo rug maker. Glee Nasbah goes by Glenmae because it is easier
to pronounce. According to Geraldine, She is one of the last remaining Navajo
rug makers. In the story, Glenmae goes through the traditional process to make
this rug. She first sharpens her scissors and trims all of Geraldine s wool.
She proceeds to wash, dry, and spin the wool. Along the way, Glenmae swaps out
traditional plants, for store bought dye. Glenmae proceeds to make the rug and
in the process, Geraldine s wool grows out again. The process is a slow cycle
that Geraldine claims is dying out.
· Personal Response:
I thoroughly enjoy this book. It evokes in me both a sense joy found in
preserved moments of tradition and sorrow at the loss of cultural history,
particularly that of oral tradition. As we know, so much of Native American
history passed through oral tradition, and as a result much of what we know is
in fragments.
· Classroom Use:
I use this in my classroom as an introduction to a unit on multi-cultural
literature. As with any form of cultural literature, the earliest form is found
in oral tradition. I read this book to the class and then each students writes
down a story that has been passed down in their family. We go through the
process of recording the information and remembering where it came from.

· Title: Adelita: A Mexican Cinderella Story

· author/illustrator: Tomie De Paola
· publisher, copyright: G. P. Putnam s Sons. Penguins Young Readers
Groups
· ISBN number: 0142401870
· Genre: children s fiction
· current library location of book: Arbor Christian Academy
· brief summary:
Adelita is basically the Cinderella story re-told from a Mexican setting.
Adelita is the beloved daughter of a very happy couple. Her father loved her
mother very much, but love wasn t enough to keep her alive. After Adelita was
born, her mother passed away. After several years of bliss with her father and
nurse Esperanza, Adelita s father passes away. The story basically follows the
same story as the classic European version of Cinderella; however, this
re-telling uses very different descriptions and idioms. Ultimately, Adelita s
fairy Godmother , Esperanza, dresses Adelita in her mother s clothes and the
happy ending takes place.
· in-depth personal response: I am personally infatuated with the
stories I grew up with being told in a different perspective. This story does
just that. As a child, I did not really feel like I had any real culture. My
family was a typical lower income Caucasian family. Although my family has ties
to various cultures, we didn t really operate within any of them. Stories like
this capture my imagination and allow me to step into a similar experience from
a new place.
· suggested use of the book in classroom setting: In the classroom, I
use this book as a follow up lesson the The Goat in the Rug . That lesson
began with oral tradition, and recalling personal and family history. This
lesson and book bring into focus the reality that each culture has similar
versions of the same story. This lesson serves to show an overall connection
between each culture. I read this book to my class, and then we do research on
different cultures and folklore/fairy tales. I have each student rewrite a
popular fairy tale or story from a different cultural perspective than the one
in which they first heard the story.

· Title: Almost to Freedom

· author/illustrator: Vaunda Micheaux Nelson/ Colin Bootman
· publisher, copyright: Scholastic Inc., Copyrigt@ 2003
· ISBN number: 0-439-61994-7
· Genre: Juvenile Fiction
· current library location of book: Arbor Christian Academy
· brief summary:
This book is told from the perspective of a rag doll that belongs to a young
slave girl named Libby. The doll s name is Sally, and she is the constant
companion and witness to what Libby s family endures on the plantation. She is
present while Libby works the fields, and is whipped for asking a question. When
Libby s family makes a break for their freedom on the Underground Railroad, she
is there for the ride. In the mad dash to freedom, Sally is left behind in one
of the safe houses. She waits for a long time and greaves the loss of her girl.
After a long period, another family comes to the house for protection. Sally is
given to a new little girl and is re-named Belinda, which reminds her of Libby.
· In-depth personal response: This story literally had me first in tears
and then smiling. We often take for granted simple items that are passed down
from one generation to another. This book is such a great reminder that there
are so many cultures and cultural histories within the over-reaching umbrella of
Americana.
· suggested use of the book in classroom setting: I use this book as a
follow up to Adelita . I find that my students really enjoy looking into their
own past and family history to find items that have been passed from one
generation to another. I typically read this story to my students and have them
do some writing on an item or items that have been passed down. This usually
produces multiple stories and an opportunity for discussion.

· Title: Zoom
· author/illustrator: Istvan Banyai
· publisher, copyright: Puffin Books, Penguin Group, copyright@Istvan
Banyai 1995
· ISBN number: 0-670858048
· Genre: fiction
· current library location of book: Arbor Christian Academy
· Brief summary:This book is basically a visual depiction of the
interconnectedness of all cultures and all life. The story begins with a very
close look at the top of a rooster, and continues to zoom out through many
different countries and ultimately the planet Earth. While the book has no
words, it is incredibly thought provoking.
· In-depth personal response: This book really fascinates me. It is
brief, but I never seem to get enough of it. I find that the more I pour
through its pictures, the more details I find. This book is a reminder of just
how interconnected we are in this world, regardless of where we come from. As
someone who has wrestled many times with finding a place to fit, the concept of
interconnectedness is really comforting and fascinating. This book also reminds
me of why it is important to understand and study other cultures.
· Suggested use of the book in classroom setting: I use this book to tie
together all of the reasons and possibilities for studying multicultural
literature. As I am certain other teachers have heard, my kids sometimes ask
why we need to learn about other cultures instead of our own. I use this book
to answer the question because we are all connected and, ultimately,
understanding other cultures allows us to better understand our own. I read
this book and then my kids trace back family roots, and do a project on all of
the cultural influences that have shaped their own family stories.

· Title:
Chicken Sunday
· author/illustrator: Patricia Polacco
· publisher, copyright: Scholastic Inc. Copyrigt@1992 Patricia Polacco
· ISBN number: 0-59046244-x
· Genre: Juvenile fiction
· current library location of book: Arbor Christian Academy
· brief summary: This is the story of a young girl from Russia American
who spends her Sundays, and many other days, with her African American
neighbors, Winston, Stewart, and their gramma Ms. Eula. In the story, the young
girl finds herself drawn to Ms. Eula, because her own Babushka has recently
passed away. The story is about friendship and reconciliation between cultures
and neighbors. Ms. Eula loves a hat in Mr. Kodinski s hat shop. The kids know
that she doesn t have the money. They put their money together but still don t
have enough. When they attempt to ask Mr. Kodinski for a way to earn the money,
the kids are mistaken for vandals and Mr. Kodinski becomes very upset with them.
Ms. Eula believes the kids, but asks them to prove to Mr. Kodinski their
goodness. By collaborating with the little girl s mother, the kids make Mr.
Kodinski some Pysanky eggs and raise the money to buy Ms. Eula s hat, bringing
Mr. K some joy in the process.
· in-depth personal response: This book is such a picture of how all
cultures can come together and yet still retain uniqueness. The book makes me
feel comfort and pride at the ability American has to use cultural differences
to work for a greater good. I also love the simplicity of children being
themselves.
· suggested use of the book in classroom setting: This is the last book
I use in our multi-cultural unit. I use this book after Zoom as a picture of
what cultures coming together can look like. I read the story and have the kids
work together in groups to identify the various cultures and products that
influence their everyday lives and traditions.