Julia Balke and Jenna Winter

Professor Ward

Teaching and Learning 307

Critiquing Multicultural Literature (NBGS Project)

Introduction: Throughout the semester in Teaching and Learning 307, we have discussed the

importance of books. Their importance can range from gaining knowledge to learning moral

lessons, to comforting someone, to just being entertaining. We have also discussed many book

awards such as the Caldecott and Newbery, their criteria, and why the books selected were

chosen for the award. These two big ideas, the importance of reading and book awards come

together when discussing Notable Books for a Global Society. In short, this is an award giving to

twenty-five books annually that can be used to educate students, in kindergarten through high

school, about other cultures present throughout the world. This award started in 1995 and is a

true statement to the evolvement of children’s literature as it continues to grow and include many

diverse groups of people.

Purpose of the assignment: The purpose of the Notable Books for a Global Society is to

“identify books that promote understanding of and appreciation for the world's full range of

diverse cultures and ethnic and racial groups.” This is extremely important to keep in mind when

understanding the purpose of this assignment. The purpose of this assignment is to expose

ourselves to the world of multicultural literature that represent many minorities in a positive

manner. This is vital because as teachers it is important that we are knowledgeable of these

books so that we can further the understanding and education of our students. These kinds of

books help broaden not only our student’s ideas but also our own in regard to better

understanding what is included in the definition of culture. Understanding that it is more than

just the color of one’s skin but also can include categories such as disabilities and sexual

orientation. While teaching these books it is also important to keep in mind that “

Students,usually limited in their background knowledge about the multicultural texts they read,
tend to interpret these texts on the basis of their self-centered worldviews and experiences”

(Louie p. 567). This is important to keep in mind as some students may not always be

understanding of the cultures in which they are reading about and so as teachers we need to

provide background information and remind students to be respectful to all of their peers. We, as

future teachers are also going to have a diverse group of students so it is important not only for

us to educate them but educate ourselves. You can never stop learning and it is important to be as

culturally aware as possible so that you have more understanding of your students and the

reasons behind their behavior and actions. Multicultural books also allow students to feel

comfortable with their culture and allow them to feel like they belong when they see themselves

represented in the books we choose to have in our classroom. This can allow them to take pride

in their differences as opposed to feeling ashamed or embarrassed. The book Children’s

Literature, Briefly describes an important term that many may not be aware of. This term is

xenophobia and is defined as “The mistrust or fear of people who are strangers or foreigners”

(Tunnel, p. 201). This term is a reality and by exposing students to multicultural books at a

young age it can allow students to relate and empathize with other groups of people that are

different than themselves. When people have an understanding of others there is a higher chance

that they will be more accepting. Many students, even if they are from a different culture can

relate to other aspects or themes present in multicultural books that they have experienced. This

is important as it allows the students to connect and empathise with cultural groups outside of

their own (Louie p.573). Another positive benefit to reading books that are chosen by the

Notable Books for a Global Society is that it will “Introduce readers to outstanding books,

authors, and illustrators from other countries” (Tunnel, P. 201). This helps expand one’s
knowledge of books in general and allows one to branch out of their comfort zone and discover

more incredible authors and stories.

The steps you used in completing the assignment. How you went about selecting and finding

books for the assignment. Jenna and I started off the process of completing this assignment by

visiting Pullman Public Library because they have a far better selection of multicultural children

books. while our Owen Library is helpful, it does not always have the best selection of books to

choose from. Once we were there, we had to get a library card to use the computer and to check

out books. This process was a bit more difficult than anticipated because they needed to have

proof of residency in order to give us a card. This was a bit of a speed bump because we had to

drive back to our home to get a piece of mail with our address on it. After this, we used the list of

NBGS books from blackboard and started entering in titles we thought sounded interesting and

used the library catalog to see if they were available for checkout. When I had a solid list of

books and their appropriate catalog number we went around the library to find them. We split up

the list and searched the library for our books. This also was a little bit more difficult than

expected especially because when searching for children books they are often misplaced as

children take them off the shelf and put them elsewhere. However, after spending a couple hours

at the library we completed the first step of the project. We then read the criteria for NBGS

books and split up the books, each taking four to start out with. We then read our books and then

switched with one another. After reading all eight books, we tackled the summaries and

critiques. Once that part of the paper was written, we met together a couple times throughout the

week and discussed how we would like to respond to the rest of the prompts laid out in the

checklist. We took notes on one another’s ideas and created an outline for our paper. Once that
was complete we created a word document so that we could write the paper together and share

our ideas as well as proofread one another’s writing.

Your own definition for multicultural or global literature and how you arrived at this

definition. How your original definition for multicultural or global literature changed as you

completed the project.

Julia- Before educating myself on what multicultural literature was I mostly thought of it as

books written about people of different ethnicities. However, I quickly learned that multicultural

literature is so much more inclusive. Multicultural literature does not just tell stories about

people from different ethnic backgrounds but also other identities. Identities in such areas as

religion, disabilities, sexual orientation, or any other minority group. I have learned that their

purpose goes far beyond just entertainment, they are crucial pieces of work that help people

better understand themselves and others as well as gain an empathetic view towards others.

Jenna- At first I didn’t really know what multiculturalism was, I thought it was just a way to

introduce the many different kinds of cultures that are on this earth. Multicultural literature is

such an important aspect to know and understand if we are trying to be teachers. We need to be

educated about all the different kinds of lifestyles and ethnical backgrounds that children in our

classes can have. I love reading multicultural literature because it is a fun way to read that is

engaging, and at the same time so educational because it gives us the insight of what some other

cultures practice and their traditions that stand to. It’s a great way to put the reader in someone

else's shoes and learn what the daily life is for people of different cultures.
New Definition: Multicultural books show a honest portrayal of all the different cultures that we

have today. From looking at the different lifestyles and different traditions practice, Multicultural

books show the great depths of culture that we may not have known about or had a full

understanding of. They are a great way for children to enjoy their read while simultaneously

learn about the many different aspects of a variety of cultures and better understand their peers

and other people the world and their motives in life. Multicultural books are also important in

that they can give the reader perspective of what many cultures, such as religion, disabilities, and

sexual orientation have persevered through to get where they are today. Multicultural books also

allow many to feel a sense of belongingness and acceptance when seeing their culture being

represented through literature.

Ballerina Dreams: Thompson, L., & Estrin, J. (2007). Ballerina dreams. New York: Feiwel &

Friends.

This book Focuses on five girls who have Cerebral Palsy, Nicole, Abbey, Shekina, Veronica,

Monica. This is a great book because it highlights children with disabilities and shows them as

strong and having fun which is a way in which they are not typically represented. The book talks

about the girls highly and discusses how despite their condition their dream was to become

ballerinas “and they made their dream come true.” The story starts off in their classroom where

they are preparing for their ballet recital the next day. The images work together with the words

to shows the girls working hard and points out how they are getting stronger. An example of this

can be seen as the caption under one of the photos states, “Monica has focused on improving her

balance. Now she is learning to stand using her new cane” The book uses real pictures of the

girls which is very unique and allows the reader to make a real connection with each individual.
The story then continues on by showing the girls getting ready and putting on makeup for the

recital. The recital proceeds and the author emphasizes how well they did through their three

costume changes and how their friends and family were watching and supporting them. At the

end of the book it has a picture of each girl and a little paragraph about how their disability

impacts their movements and how they have worked hard to improve their skills. The book

continues by giving information about their instructor Joann Ferrara and about the “helpers” who

help the girls in class and on stage to perform. Finally the book ends by giving the reader

information about Cerebral Palsy and how it affects people’s lives.

While being honest about the reality of cerebral palsy, it is written in a hopeful manner

and points out how the girls determination and hard work is helping them become the strongest

they can be. This corresponds well with one of the criteria markers which states the book should

include members of a “minority” group for a purpose other than filling a quota. This book does

this well because all of the girls that are highlighted have cerebral palsy and it tells their story by

showing how they accomplish their goals with their disability. The book highlights the girls and

makes them the star of the book giving them a clear purpose in the story. Another criteria in

which NBGS books must fulfill is that they have an appealing format and be of enduring quality.

The format of this book is unique in that it is a children’s book but its images are all pictures

instead of drawings or illustrations. This I believe, adds to the uniqueness of the book as the

photos are not only informative but are very colorful and clear. While these are great ways in

which the book fits into the NBGS criteria, something that we believe fell short was that because

it is very pink and focuses on ballet, it may only appeal to small range of children. It is important

for the book to not only hold important information but to be appealing to a wide range of

students and it seems this may be something it falls short of.

Wabi Sabi: Reibstein, M., & Young, E. (2008). Wabi Sabi. New York, NY: Little, Brown and

Company.

Wabi Sabi is about a cat named, well, wabi sabi. Someone asks Wabi Sabi’s master what her

name means and she replies with “that’s hard to explain”(Reibstein). This makes Wabi Sabi

curious about what her name does mean so she sets off on an adventure to find out what it

means. She asks another cat named snowball who states “it’s a kind of beauty”(Reibstein). She

then asks Rascal the dog and he says he can’t explain to someone like her and points out how

ordinary she is. While Wabi Sabi is wondering around, a bird then tells her to go see the monkey

living on Mount Hiei and he will tell her. So, Wabi Sabi travels through the city to the woods

where she finds Kosho the wise monkey. Kosho explains that Wabi Sabi is all about

understanding that “simple things are beautiful”(Reibstein). Wabi Sabi then visits a temple

called Ginkakuji where she appreciates the simple beauty it holds. Wabi Sabi then returns home

where she is very happy. The final pages of the book explain the importance of the word wabi

sabi in Chinese culture and how it used used to symbolize “humility before tradition, mystery,

and spirit” (Reibstein). Throughout the book there is Japanese writing on the side of the page. At

the end of the book it reveals these are Japanese Haikus and discusses what a Haiku is and what

their significance is in the Japanese culture. The book is designed in a very unique way because

it is oriented in a vertical manner instead of the typical horizontal way that a book would

typically be read. The pictures in this book are also unique and are designed as a collage which

makes the images seem wabi sabi.

When looking at the criteria for NBGS, one of the points that Wabi Sabi really shows is

that literature must have an appealing format and be of enduring quality, this can be seen in part
2 of the criteria lists. Right from the start of the book you can see that it has a very unique and

fun layout. Being on its side, this untraditional vertical book can grab the attention of younger

students just by looking at the cover page! Each page has a very descriptive and appealing

collages made by different materials. Each page has a very eye catching format and together,

create a very appealing view for the reader. One of the weaknesses that I found in Wabi Sabi was

the effect of having literature that must provide in-depth treatment of cultural issues. I loved the

fact that as the reader we get an idea of Japanese households and poems that are special in their

culture, but reading Wabi Sabi I wanted to learn more so about her name and why it became

something that she was interested about, and the connections that brings her more so than the

Japanese culture and surrounding buildings. Having more cultural illustrations and descriptions

would have made for a better understanding of the book’s storyline.

Truce: Murphy, J. (2009). Truce. New York, NY: Scholastic Press.

This story starts with prewar Europe, and the author Jim Murphy sets up the reader with stories

that lead up to the start of World War I. Kaiser Wilhelm II believes that France, England, and

Russia will one day encircle Germany, even though it is believed to be the most powerful nation

in Europe. This 3 country bond that is going on with France, England and Russia had just formed

and was known as the Triple Entente. Kaiser’s ally, Emperor Franz Josef of Austria-Hungary

expressed to Kaiser his concern about the military growth and economic growth of Serbia and

his idea to expand his empire so that Poland would be included. This expression of having a

bigger empire stood as a threat for the other countries. The Russian Empire was a strong and

powerful community, and the intrusion of another country really offsets leaders such as Czar

Nicholas II who is nervous because Poland was part of that empire. These fears and tensions that
are getting created by the surrounding counties is seen by the heavy propaganda that is made by

each of these countries in hopes that it educate the communities about the war and to have them

learn to hate the opposing side. There is a a great example of how Murphy used pictures with in

the book to keep the reader’s attention, one of the examples of propaganda is one where the

French soldiers are fighting against a giant beast which has a German Hat on to represent the

Germans. It is interesting to see the many other propaganda pieces in the book because it gives

the reader a much better understanding of what was really happening. Speaking about the war,

this book gave incredible insight on what the community felt about the war, many thinking that it

wasn’t going to be as gruesome and more of a quick war. Being much more brutal than what was

expected, but that could be because of the fact that in 1914, soldiers were not properly equipped

with the right protections in a war, surprisingly most didn’t even have a steal hat to protect them

from flying metal pieces. Technology wasn’t good and the soldiers were very unprotected from

surrounding threats, this book though gives the reader great information on how the wars were

set up, the long trenches that would hold country's soldiers and learning about what a No Man’s

Land is. Pictures of horses that had been killed by the war are shown in this book, younger

children might see this as a scary aspect but it is giving them the raw truth about what happened

during the war. The conditions that the soldiers had to live through is vividly explained in Truce,

the lice, fleas, hungry rats and millions of flies is what was attracted by the many dead humans

and animals that lay on the battlefield. The trenches where the soldiers would stay were filled

with diseases and illnesses that killed off thousands of soldiers, these little facts are learned while

reading this book but the reader still can enjoy the descriptive language and appreciate it as our

history. Raids were a very common occurrence for the soldiers, where a squad of around 30 men

would pretty much risk their lives and try to make it so the enemy would have to move away
from their trench in order to defend their side, there is so many people who end up dying, it was

said that it’s not surprising if half of the people in the raid on both sides to be killed in the end.

England and France fought against Germany being separated by the No Man’s Land on the front

battle, the exhausted and drained out soldiers were stuck in the muddy and swampy lands of

France. The two sides ended up both creating an additional trench that stretched 475 miles, so

close that the soldiers on each side started to grow familiar with how the other side was feeling,

similar to one another; tired and ready for the war to be over. The insults and talking that started

between the two sides made both of the leading commanders to become furious with the

communication that was happening. British officers were commanding large scale raids in the

most ridiculous conditions in hope that it would stop the unwanted communication. This resulted

in countless amounts of deaths and with Christmas approaching, the conditions outsides were

growing worse, and colder. The fighting came to a stop on Christmas day, where the two sides

looked at each other and said that for that day, enough was enough. They exchanged handshakes,

stories, tears, and the mutual feeling of wanting to go home.

The book's strengths are the in depth and passionate writing style that Murphy persuades.

The connecting and supportive pictures that give the reader insight and a better understand of the

book’s meaning. The pictures all have very important short descriptions that caught my attention

while reading, for example on page 98, the pictures description is “A soldier stops a the grave of

a fallen comrade” (Murphy, p.98) and the picture one could see that it’s a soldier with his head

down and it’s you can tell just from the coloring that it’s a very bitter and hard moment for the

soldiers that lose their friends while in battle. The description that each page details is what

makes reading this book so easy, on page 61, “‘throughout the whole ceremony, the Boches…

did not fire a single shot. For an instant the God of goodwill was one more mast of this corner of
the earth” (Murphy, p. 61), is just a statement that really grasped my attention for its well written

configuration. Some weaknesses in this book would how it doesn't really give a lot of emotional

feelings that the soldiers were feeling, there is a lot of information about what was going on

during this time but I would find it more interesting if people's emotions were talked about more.

When looking at the criteria of Notable Books for a Global Society selection The Truce

captures many of the aspects that are stated. In part 1, The Truce portrays being rich in cultural

detail. “Years of such government propaganda on each side conditioned European people to

distrust and hate their enemies, many of whom longed for war. The campaigns were so

successful that even India’s staunch pacifist, Mahatma Gandhi believed ‘it was our duty… to

stand by [the English people] in their hour of need’” (Murphy, p.6). This writing style is very

detailed and continues throughout the book to inform the reader on actual events that happen in

our history. The desire of hope can be seen from these cultural details can be seen in this

paragraph on page 63; “Among German troops, a similar nervous hope existed. One officer

wondered, ‘Is it possible? Are the French really going to leave us in peace today, Christmas Eve?

Is it our imagination or is it maybe meant to lull us into a false sense of security?’”(Murphy, P.

63). In part 2 for the evaluation of the The Truce, it really has an appealing format and be of

enduring quality. The formation and layout of how this book is set up really is engaging for the

reader, the many different pictures, captions, big wording, very easy to follow along and read. I

love how on page 78-79 the picture takes up the whole top half of the page followed by writing

underneath it. This is very appealing to the eye and makes it interesting to see and read. It

demonstrates unique language and writing style that is so interesting to read and makes it so the

reader is enjoying their read about historical information.

All the Broken Pieces: Burg, A. E. (2009). All the broken pieces: a novel in verse. New York:

Scholastic Press.

This story is written in lucid verse which really helps to get a feel for the main character's

personality as he is very complex and is almost scattered in his thinking at times because he is so

overwhelmed mentally, due to his traumatic experiences. This main character’s name is Matt and

he lived in Vietnam war during the Vietnam war. At the beginning of the story it gives a little bit

of details about Vietnam throughout story but doesn’t outright tell the reader what is happening

and sort of keeps the reader in the dark for a little while. The first part of the book describes the

people in his life, his father, his two brothers, his adopted parents from America and his mom

and dad from Vietnam. Because it is written in lucid verse each character is described in a very

poetic manner. The book then highlights that Matt is having trouble at school specifically with

this boy named Rob. Matt makes the baseball team and is really good but Rob also makes the

team and is extremely rude and picks on him and keeps saying “my brother died because of you”

and picking on him because of his race. This is particularly hard on Matt because he has a lot of

internal guilt. These internal battles are evident in the beginning of the book and persist

throughout however, it is only really understood at the end. Matt’s parents can notice that

something is bothering Matt and so they have him join Jeff, a veteran who fought in the

Vietnamese war, to a Veteran support group. It is here that we get a clearer understanding of

matts life. After several visits to this support group, Jeff introduces him to everybody. During

this explanation it is revealed that Matt was ten when he was air lifted out of Vietnam, his

mother gave him to American soldiers so he could live a long and happy life. The soldiers took

him out of Vietnam and to America where he was adopted. It is during this introduction that Matt

starts to ponder that perhaps what his mom did was out of love. We also learn that for Matt’s
entire life prior to America, he was surrounded by war. Later, at a baseball practice Rob and Matt

are forced to be partners for a trust exercise. The exercise was simple but they were blindfolded

and had to trust in one another to guide them where they needed to go. During this exercise they

end up telling each other about their brothers they lost. At this moment, the reader finds out that

Matt blames himself for his little brothers loss because he wanted to go outside and his little

brother followed him and that’s when he got hurt and ended up having his legs and fingers blown

off. This conversation bonds the boys and they both end up crying and even become friends. This

encourages Matt to tell his parents what he has been struggling with internally. He finally does,

and expresses that he was worried about telling them because he thought if they knew they

would no longer love him. His parents reassure him that they love him no matter what and

discuss his feelings about no longer being with his blood parents.

One NBGS criteria this book completes very well is that it provides in-depth treatment of

cultural issues. This book truly examines the cultural issue of PTSD as well as post war racism.

The cultural issue of PTSD can be seen in the book when he tells the story of his brother and

how he blames himself for what happened to him. This was a very traumatic seen for such a

young child and it is clear the implications are huge as it is a burden he carries throughout the

book and is afraid to talk about because it is a part of himself that he hates, and fears that if other

people see that part of his life, they may hate him too. The issue of post war racism can be seen

with Rob and his discriminatory comments towards Matt as well as his comments about him

being responsible for his brother’s life. Rob doesn’t know Matt well at all when making these

comments and Matt is in no way responsible for the death of Rob’s brother however, Rob links

him with Vietnam people and takes the we versus them viewpoint. This groups Matt with all

Vietnamese people and stereotypes his involvement with the war.

 Another aspect of the NBGS criteria that this book completely does well is invites

reflection, critical analysis, and response. This book has so many layers to it that it can be

analyzed and discussed for a long period of time. The lucid verse in which it is written

immediately calls for discussion as it gives the book a unique feel. When reading this book I felt

that it helped to understand how Matt was thinking. The lucid verse made it feel like he was lost,

scatterbrained, and overwhelmed. This makes total sense because upon discovering what he has

been through and how he views himself it would seem that perhaps he feels all those emotions

and more. Another thing that can be deeply analyzed are the themes and relationships present.

Mentioned above are the cultural issues it discusses including but not limited to, post war racism

and PTSD. These issues can be heavily discussed and analyzed as they are represented in many

ways such as relationships (Matt and Rob), interactions (Matt and the other veterans), and

internal thoughts that Matt has with himself.

Where the mountain meets the moon: Lin, G. (2011). Where the mountain meets the moon

book club in a bag. New York: Little, Brown.

Minli lives with her two parents who are referred to as ba and ma. Her family is very poor and

work as rice farmers. Ba tells many folktale like stories and Minli loves them but ma hates them.

Ba tells the story of fruitless mountain and how a mother dragon got mad at the villagers for

complaining about the rain and so she took it away- thus causing a horrible drought and loss of

vegetation. Minli feels bad about her family’s misfortune so she buys a fish to try to bring them

good fortune. Ba then tells the story of the old man of the moon and how he knows people’s

futures. Minli’s mother is very upset that she spent her money on a fish when they don’t even

have enough to make ends meet. Because of this, she sets the fish free. Once the fish is free, he
speaks to her how to get to the old man of the moon. Minli sets out to find the old man of the

moon so she can change her family’s fortune. She does not inform her parents of her decision

and so her parents are very worried and try to find her so they follow her footsteps. They run into

the fish man who sold Minli her fish and he shares his story of how he met the old man and got

him to change his fortune so he did not die when he is 19 but will die when he is 99. The parents

ultimately decide to let Minli go and not follow her. Meanwhile Minli meets a dragon and they

become quick friends and together they outsmart the monkeys to go through the peach forest. On

their way to the next destination they meet a fish that warns the dragon to be careful because

people in the City of Bright Moonlight may not think kindly when they see the dragon. Once in

town she meets a boy with a buffalo and he tells her that no one is allowed to go into the inner

city where the king lives. Because she cannot get what she wants and has nowhere else to go, she

goes back to his home where he shares about his best friend. His friend tells Minli that the king

will be in the market the next day. Minli and the buffalo boy go into town the next day to try to

find him and while there Minli sees a beggar and buys him a peach. He then plants the peach pit

and a tree grows almost instantaneously. The beggar then steals from the peach merchant. The

beggar runs away and Minli follows him and realizes he is no beggar, he is the king. The King

tells Minli about his family’s history with the old man of the moon and gives her a page out of

his book which answers your questions. Meanwhile, dragon meets the guardian of the city and

they share their experience with the king and give her a red string of fate that the old man of the

moon had given them. Dragon and Minli meetup and share their experiences with one another.

Then, Minli and Dragon go to a cave where they plan on staying the night when a green tiger

attacks Minli and Dragon comes to her rescue. Dragon however, is extremely injured and so

Minli goes out to try to find some help. She runs into twins who trick the tiger into falling into a
well. Their grandfather comes out to greet them and he goes with Minli to help Dragon. Minli

goes home with the twins and is greeted with kindness and hospitality from the family. They

give her food and a warm bed where she rests for almost an entire day. During her stay, they

share the story of the green dragon and how they realized they could fix his poison with the

special leaves of the trees.The family also discusses how they realized that in order to defeat the

tiger, they needed to fight not with anger, but with wits. Dragon returns and is well and is also

greeted with kindness. Da-A-Fu take dragon and Minli to the mountain to meet the old man of

the moon. They don’t know how to get up to him but they devise a plan. They make a kite out of

the paper and red string and send it to the old man of the moon and the red string turns into a

bridge. Minli is the only one who can go and dragon has to stay behind. When Minli meets the

man of the moon he informs her she can only ask one question so after careful contemplation,

she chooses to ask why dragon can't fly and discovers there is a ball on his head that must be

removed. During this time, Minli also comes to terms with her family's fortune and realizes she

has a lot to be happy and grateful about. Minli removes the ball on dragon’s head and they fly

home. Dragon feels at home at fruitless mountain because he is reunited with his mother. Minli’s

parents are ecstatic to see her and are so glad to have her home. They also discover the ball that

was taken from dragon’s head is worth a fortune and so they are now rich. Because dragon is

home the mountain is no longer fruitless but turns fruitful. Minli and ma and ba live a happy life

in their new home and the fish seller visits to see that minli has returned and that children gather

in their home to hear her story

Two criterias for NBGS books are that they be rich in cultural details and demonstrate unique

language or style these go hand in hand when discussing the benefits of the novel Where the

Mountain Meets the moon. This book is rich in cultural details through the unique language and
style offered in this book. For example, the many mini stories that explain traditions such as The

Story of Fruitless Mountain and the Story of the Old Man of the Moon show Chinese traditions.

This is shown not only through the content in the story but also the fact that this story makes it

apparent that in Chinese culture, oral storytelling is a part of daily life, exposing the reader to

many important cultural aspects. Another way in which Where the Mountain Meets the Moon

meets the criteria above is by using specific language to the Chinese culture. Not only is this

specific language seen in areas such as the names of the characters but also in the explanations

and metaphors. For example, when dragon is describing to Minli why he cannot fly, the book

reads “More tears the size of lychee nuts rolled down the dragon’s face” (Lin, p.48). This is

unique and stood out to me when I was reading the story because I was unaware of what a lychee

nut was until I looked it up and discovered that it is an abundant fruit in China. This is interesting

to note as it is a way the author cleverly ties in Chinese culture throughout the story. This book

was not chosen for one of our honor books however, because we felt the other books fostered

more of a conversation about culture and its importance and may be more helpful in the

classroom.

Listening for Crickets: Gifaldi, D. (2008). Listening for Crickets. New York, NY: Henry Holt.

Jake Wasniewski has a dream about flying, he explains that his wings are so powerful and that

one stroke can project him high in the air, this dream is interrupted by his little sister and the loud

bickering of his parents fighting. After going back and forth to each other the dad slams the door

and leaves as his mom comes in after a cigarette and checks on the kids. Jake knows that his

mother has been crying and can't even look at her face to see if he is right. The mother, Jake and

his sister Cassie ride on a bus together and go to Walmart for school supplies. Their family is
really poor, and the other parents seem to know that too and there is a divide because of how

much money they have. Luke is Jake’s friend who together go to the park pool everyday

afternoon. Luke is a good friend who with Jake are known for laughing a ton together. Returning

from the pool the dad is back and starts bickering with Jake about when he is going to learn to do

man work like mowing the lawn. Mrs. Pittmon the neighbor who mentions to Jake how she can

hear all the fighting that is happening between their parents. She though is a comforting adult

figure for Jake because she makes him his favorite cookies. When Jake returned back into his

house he and Cassie are left by their parents after yet again another fight. Cassie turned the TV

on loud to try and blackout the noise from the fighting and Jake again comforts his little

sister. Jake’s dad is an alcoholic, and the smell of whiskey and cigarettes fills the kitchen when

Jake goes in. Jake’s dad remembers the times when the kids were just little babies and talks to

Jake about the good ol’ days while he sits on his lap. When Jake goes back to his bedroom that

he shares with his little sister, Cassie is scared that her parents are going to get a divorce and one

of them will end up leaving. Out of fear Jake is there to help her take her mind off of it by

creating these stories that he makes up for Cassie will have to listen. This was a recurring more

often than usual. One of the nights when the parents were not fighting the dad came through the

door with flowers and an apology to the mom for buying lottery tickets. As a family they eat

dinner and play Monopoly on the ground. It seems that fun nights with the family usually don't

happen very often, and with all the laughs and smiles that happened this was a comforting

feeling that Jake and Cassie both needed to see coming from their parents. There is a big

commotion when someone didn’t flush the toilet and when the dad saw that it had happen again

he expresses his anger by yelling in the house. It showed how easily he got mad and how he is

use to yelling when he is angry. Jake got in trouble at school for being in a fight. Andy, a kid in
Jake’s class was making fun of Jake’s dad and the two boys ended up getting into a physical

fight. The mom didn’t want to tell Jake’s father because he got fired the same day from his job

and already being angry at the world the mom didn't want to add anything else on to his stress.

The fight cost him two in-house suspension days which is when students who have gotten in

trouble are forced to sit in a desk in the dark halls that are by the main offices. Jake one night is

woken up by the sounds of his sister sniffling because she had an accident in bed. Being the good

older brother that he is Jake helps Cassie strip her bed and bring the wet sheets into the washer.

Jake brings Luke into the secrete little den that Jake and Cassie made one day, this was a really

special place that they could feel safe and secured in. When Cassie realizes that they are in there

without her she feels extremely left out and ends up being sad and left all alone. The night of a

yard sale was the night that the dad abused the mother in front of his children watching. This

incident got him spending two nights in jail and not allowed to see his family for a couple weeks.

He moved in with his friend and since then Jake’s mother has been laughing a lot more, she was

losing weight, and over all their lives were much better and happier.

The strengths in this book is going to be hard to just pick one. This book is written so

well, the descriptive language and tone that is put out through literature really grasp the reader.

On page 124, “It’s not the first time i’ve thought about Dad going away and never coming back.

Usually it happens when i’m mad. But i'm not mad now. Just Scared. Scared that he’s been

drinking. Scared what he’ll say when he finds out about what I told at school. I picture Dad and

me and Cassie and mom together. Laughing. Like the Oaks Park photo on the kitchen wall”

(Gifaldi, p. 124). This paragraph is so strongly worded that the reader can feel the temptation

and fear that Jake was feeling when he got in trouble at school. He sees what his father is capable

to do and when he gets mad he doesn’t steer away from leaving their house. He knows just how
abusive he can be when things don’t go his way. A weakness that I felt at the end of the book

was how it ended, I love that the father ended up not staying with that family but maybe more

detail on what and how the families life style changed for daily purposes. I found it very creepy

but relatable when he came back and very cautiously saw Jake and asked about his family. I

think that it was a really sad ending for the dad but a great thing for kids to read, and understand

that things are happening to people out in the world everyday that we wouldn’t have expected.

When looking at the checklist for the Notable Books for a Global Society, in part 1 I can

see this book portraying cultural accuracy of characters in terms of intellectual abilities and

problem solving capabilities. The fact that Jake by the end of the book after seeing all the

bickering and drama that his dad and mom got into, he is still able to realize that his dad is

family and hopes for the best for him. That’s a hard ability that many people still don't have

today is forgiveness. “I don’t know if Cassie has her eye closed, but I do. I wish for dad to get

better, so maybe he can come home. And for mom to not get so worried about bills. And-while

Im at it- I wish for a flying dream tonight” (Gifaldi, p.178). I loved that Gifaldi ended with this

quote, it just shows what kind of personality Jake has and how family is always going to be

family at the end of the day. I part 2, Listening for Crickets has an appealing platform and even

the book itself is a small book. Each page is small and only has a like a paragraph for each page,

it's a very easy read and engages the reader while reading.

Glass Slipper Gold Sandal: Fleischman, P., & Paschkis, J. (2007). Glass slipper, gold sandal: a

worldwide Cinderella. New York: Henry Holt and Co.

This book tells the story of Cinderella from all over the world including, Mexico,

Appalachia, West Indies Ireland, France, Germany, Poland, Russia, Iraq, Iran, India, China,
Korea, Laos, Indonesia, Japan, and Zimbabwe. Each page has different colors and images to

show where the story’s origin takes place. The story starts in mexico and uses the Mexican story

of Cinderella which is different from the American version because in this one, Cinderella

actually knows her step mother before she marries her father and she is nice to her previous to

the marriage. The next page switches to the story taking place in Korea and discusses her

working on the rice fields all day. The book continues by telling the typical story of Cinderella

however with small twists such as the ones listed above that represent each culture. There are

detailed pictures in the background of the page to represent the culture. The main pictures also

depict the culture in which the story is coming from. For example when taking the story from

Japan it shows Cinderella in a bright red kimono which is what they would wear to a formal

occasion instead of the American ballgown. All the stories come together in a colorful and

cohesive manner that makes for a beautiful and original story.

Something great about this book is that it includes so many diverse cultures and incorporates

them all together in a story told by each one of these cultures. A criteria that this book meets well

is being rich in cultural details. This book includes many unique details to accurately portray

different cultures story. One example of this is using Spanish words used in the section of the

book that reads “Down the road lived a widow with two daughters, the woman gave the girl

treats when she passed- pan dulce to eat” (Fleischman) Pan dulce is a Spanish treat and is thus

representative of a different culture.

Another aspect of a Notable Book for a Global society is that it should “Invite reflection,

critical analysis, and response.” This is something I feel the book falls a bit short on. While I

realize it is a children’s book I feel that there is not very much information represented for each
culture to be able to have a truly critical analysis. With that being said, I think it opens the door

for conversation and intrigues the reader to look into other cultures and their traditional stories.

The Boy who Dared: Bartoletti, S. C. (2008). The Boy Who Dared. New York: Scholastic

Press.

The book takes place in Nazi Germany where Helmuth Hubener, a 17 year old mormon

who doesn’t really understand the message behind of Hitler's propaganda. This story starts with

the approach of storytelling, when getting deeper into the book it changes to a narrative that is set

in 1942, 3 years after the start of World War II. Hitler’s message recently is him promising to

help Germany regain back their strength from the nationwide economic depression that they

went through. The unemployment rates in Germany have been reoccuring recently, Hitler also

talks about how he is going to end inflation. Helmuth is a teenager and something that Hitler has

proposed is a the Hitler Youth Program, this is a program where young participants together are

going to rebuild the country. Helmuth has seen the disgusting actions that Jewish people have

gone through, seeing his classmates get beaten, and his neighbors getting drugged out by the

Nazi soldiers. Helmuth is a kind of teenager that would be considered a good kid, he doesn’t

understand why there are some people that see all of these harsh actions taken upon Jewish

people and families and don’t say anything about how wrong it is. He finds it confusing that so

many people are just letting these actions continue and just watch as it happens. The whole

propaganda that is everyone on the streets is what catches the attention of Helmuth, learning that

German and the British have lost in war, he creates a flying with information that he learned

from illegal radio waves. Helmuth has the courage to in the middle of the night hand out these

flyers, little did he see coming but he was caught, arrested, beaten and tortured for his actions
against Hitler’s word. His imprisonment has him thinking a lot of his mother and his older half

brothers. He had so much time to reflect on his life, although he has the hanging facts that he is

on death row. He knows that at the end of his time in jail is also going to be the end of his time

on the planet, he looks around at what the world has become and and all of the horrible drama

that has occurred in the hands of Hitler. Having only a small stool, little table, and a wooden-

planked bed with no mattress, Helmuth is there left alone to think about his death. The

flashbacks that Helmuth keeps getting would sometimes bring him back to when he was three-

years old, and how even then Hitler was controlling families and German strongly. Catching up

to when he was in middle school, Helmuth remembers that lectures in school started to be

revolved around what the community can do for Hitler and how individual sacrifice for the

greater good of Hitler’s needs is something that they should start thinking about. Each chapter

within The Boy Who Dared are memories that Helmuth has while he is in his jail cell. While

some of them are more on the sadder note, there was one about his mother, his brothers and

himself were walking home from a choir practice singing “You Are My Sunshine” and was

stopped and asked for identification. The reason they were stopped was because that song was a

forbidden American song and the officer couldn’t allow them to continue singing it. Helmuth is

furious at the fact that that happen to him and his family, for simply singing a song aloud. This

book is about learning how to have courage to act upon your emotions and feelings no matter

what your age is. It’s easy to follow along because of Bartoletti’s use of the Third Reich

timeline, many photos, and use of flashbacks to engage the reader and make them feel like they

are keep up with the storyline.

The strengths in the book would be the creative way to have a bunch of flashbacks to

create imagery for the reader. It really made it so we could walk in Helmuth’s shoes and see
what his daily life used to be. Something that I would see as a weakness in The Boy Who Dared

would be the description of Hitler and what really happened during this time. I would say that for

a young reader this book is a great introduction in what Hitler did in his time, but moreso I would

have wanted to know more about the actions and emotions that Hitler felt while he was trying to

control the Germany. It was such a big approach that he did and for the book to not really talk

about Hitler and his mindset kind of disappointed me.

When looking into the criteria that a make a book awarded for a Global Society, in part 1,

The Boy Who Dared provides very in-depth treatment of cultural issues, the whole book pretty

much is wrapped around that. Helmuth’s life has been surrounded by Hitler's actions and ways,

even when he was just three years old he can remember forever being told about Hitler and it’s

his way or no way. Helmuth can see past this though, on page 82 how much frustration he feels

because of the actions and choices that Hitler is continuing to make effecting the community.

“‘This is Hitler’s fault’ Helmuth tells Rudi. ‘He should have been satisfied with Poland, the way

he said he would. But no, instead he expands the way and goes into France’”(Bartoletti, P. 82).

The craziness that Helmuth is seeing from Hitler’s actions makes him confused and aggravated

because Hitler will just not stop, he is never happy with what he’s got, he always needs more.

For part 2, The Boy Who Dared has a very appealing and easy to read format, it’s big font and

short paragraphs are perfect for students who are younger. There is very unique language in this

book which makes it interesting and engaging for the readers. On pages 174-190, there is the

book’s images that really help support the previous writing that they readers will entail. Picturing

the boys and the family, its gives the reader a better insight on what the boys looked like and

how they were portrayed from another person’s eyes.

Strengths and Weaknesses/Use in the Classroom

The winner of the award would have to go to the book written by David Gifaldi,

Listening For Crickets. Listening for Crickets has many positive attributes about it and its story,

the in-depth and personal connection that can be made through this story to some readers will

allow u to see the life of a troubles family through the eyes of a young boy and his sister. I truly

think that this book meets every single aspect within the criteria for Notable Books for a Global

Society, as well as encaptures such an easy and fun read for younger students. We both fell in

love with the storyline and even though it is mostly a more sad book, the ending has so much

strength and powerful messages that we had to pick it. Going into detail about how exactly

Listening for Crickets got the winning award out of all eight of our books, we can see that it

stands strong and has lots of multicultural aspects to its story.

(1) 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; these aspects of the book can be seen

in the pictures, and descriptive language that is used to make this book so memorable for its

structure and composition. A), the physical characters are Jake's family; including the dad, the

mom, the sister and as well Jake’s close friend Luke, the neighbor Miss Pittmon and the school

bully, Andy. B), The problem solving in this book comes after the family has realized that their

father is a drunk and needs some extra help, this realization occurred after the final straw of the

dad beating the mother after a heated argument. C), So much leadership should be seen through

the mother of this family, she really had to think about her kids and their future before herself, as

she continually gets the short end of the stick and fights with her abusive husband. She did the

right thing to let her husband go and get some of the help that he seriously needed. And D) the
social and economical statuses in this book are very easy to point out, their family is known for

not having enough money, or at least as much as the families around who comment on their low-

income lifestyle. Their social status is seen when Jake goes to school, or the park pool and

interacts with the surrounding children, it can be seen there but also in a more adult figure when

the mother feels she is singled out when comparing herself to the other mothers, ones who have

more money and opportunities than she does.

(2), be rich in cultural detail; this is an aspect of the book that I absolutely love and we

feel that the details and emotional backgrounds that we grasp as the reader really shows its

beauty and reason to be the award winner. Listening for Crickets is a great way for students to

see what it would be like to be in the shoes of Jake, a african american young boy who is

growing up with a dad who is physically and mentally abusive. They have very little money and

seem to always be stressing about the bills that come in the mail. This books involves family

morals that Jake’s family sticks to, and see’s another lifestyle that children have around the

world.

(3), Honor and celebrate diversity as well as common bonds in humanity; In Listening for

Crickets we feel that the fact that Jake’s family was struggling with money and family

connections that’s a way that Gifaldi shows diversity in this book, it’s giving the reader the

opportunity to be in Jake’s shoes and see what it is like to grow up in a very different and harsh

lifestyle.

(4), Provide in-depth treatment of cultural issues; So for this book a recurring issue was

brought up and that was how there was an abusive and drunk parent. On page 113 “‘Im sorry you

have to see your daddy make a fool of himself,’ Mom said. ‘Let’s go, I’ll tuck you both in. Just

pretend it’s a bad dream. It’s okay. We all make fools of ourselves sometimes or other’”. The
role and support that the mom plays for the kids is a safe spot for both young children, it’s a lot

for them to see their dad like that and when it has been happening a lot the children see a side of

their dad that no children should see; his drunk actions usually end up with him being abusive

towards his own wife.

(5), Including characters within a cultural group or between two or more cultural groups

who interacts substantively and authentically; this can be seen at the school when Jake notices

who all is in his classroom. A fight broke out between Jake and Andy, a kid in Jake’s class who

continues to bully him. “Outside in the hall i slump against the wall. My chest heaves and the

whole right side of my face pulses like there’s something under my skin wanting out. But it’s not

the pain i'm thinking of. I'm thinking how mad dad’s gonna be when he finds out I told family

stuff in school” (116). These two boys got in a fight because of what was said about Jake’s dad

from Andy, having a very different lifestyle and not fully understanding what is happening in

Jake’s family the two boys are very different in what they find normal. Andy continues to bully

Jake and because of his drunk dad, Jake gets targeted even more in his classroom where he is

singled out because of how much money his family has.

(6), Include members of a minority group for a purpose other than filling a quota. This

member would be best seen through the dad, who is raising two kids and can't seem to keep a job

to save his life. His drunken actions make him belong in the minority group seeing that that's a

very sad and depressing characteristic that a parent can show, and is highly lowly seen in

societies of people. Since this family is African American that also plays a huge role in being a

minority, because in schools where mostly white students attend, this would make Jake and his

sister stand out like a sore thumb and could feel the negativity that some people put on them.
 (7), Invite reflection, critical analysis, and response; This is an aspect of the book that I

find most important, being able to read this book and after look back and self reflect; having a

family moral and close connection may sometimes be triggered by unexpected things like having

your dad be a drunk, but in the end you need to stand up for yourself and by your siblings and be

there for each other even when times are really hard.

(8), Demonstrate unique language or style; first off the style in the book for how its layed

out is very eye appealing, the smaller the booklet and the pages are the more children friendly it

reads and appears. The unique language that is used in the book really shows just how special

this book is and why we are picking it to be the award winner. Its descriptive and allows the

reader to have a better appreciation and emotional connection to Jake, the mother and the little

sister.

(9), Meet generally-accepted criteria of quality for the genre in which they are written,

this book being a very clear and powerful multicultural book gives the reader of any age a good

grasp on what it’s like to be in a family that has an abusive parent and a drunk. It is such an easy

and good read that it really is appealing for the younger students.

(10), Having an appealing format and be of enduring quality; Listening for Crickets is a

small booklet and is a hardcover. This is a very appealing because of the little look that is eye

catching for younger students, each page is written with not too many words so it’s easy to get

through the book which to most is very accomplishing. This book has a very shiny, clean look to

its cover and inside the pages are very clean and clear, simple is beautiful too!

We picked Listening for Crickets to be the award winner because of its very true, real and

likely sequence of events that can happen. From Children’s Briefly “a good book tells a credible,

interesting story and is an honest, believable experience, regardless of the content.” (203), which
in this case Listening for Crickets shows a very believable and true story that children can see

through it and notice that it is something that could actually be happening in today’s homes. The

connection that can be made with this book and the reader can be for any children of any age.

Family issues are a very common fight to see in the households with young children, it’s a very

stressful time for everyone in the family and children can read this book and see what some good

tricks to do are when their parent is fighting. “‘For the way things are… the at things have

become. For what you and Cassie have to go through lately with your father and me at each

other's throats every other minute’” (127), this is coming from the mother when she has a

breakdown once she realizes where things have gotten with her husband. Being in a low-income

family puts a lot of stresses on the parents as well because both just want the best for their

children. When the outbreak that happened at school is a great way for children to connect with

this book, if bullying is still a thing that is happening at their school they can see what Jake did

and how he ended up getting in more trouble than where he started. Being in physical fights is

not okay to happen in school and hopefully the readers will be able to see that it didn't end well

for Jake.

Using Listening for Crickets in the classroom would be able to show the students a harsh

lifestyle but how Jake and his sister Cassie go through everyday. “International books can help

children gain an appreciation and understanding of global societies” (205) from Children Briefly

supports the fact that there is appreciation that can be taken away from this book, and children

reading it can see just how good they have it at home and to not take life for such granted. It’s a

great discussion based book that can spark the many topics that relate around family, school,

money and alcohol in a respectable way for younger readers.

 The two books that we chose for the honor books are Wabi Sabi and All the Broken

Pieces. The reason that we chose Wabi Sabi as one of the honor books is it’s fun and attractive

layout of a book. It grasp the attention of anyone who picks it up because of its unusual vertical

rather than horizontal format. Kids can really connect with this book seeing that it is about a cat

and many people have one themselves. This is a great book to share with the classroom, it’s fun

and something that the students would be engaged with. I love how in Wabi Sabi the illustrations

are one of the main attractions, each page has such a fun and beautiful picture that has been made

with using collages. The illustrator, Ed Young was able to encapture the story and create

supporting pictures that are in each page of the book. The reason that we chose Wabi Sabi as one

of our honor books is for the descriptive language that it holds. On pages 14 and 15, the picture

with the monkey is so ever clear and detailed that it shows just how much work and effort went

into each of the illustrations. The underlying meaning of this book would be that “all simple

things are beautiful”. Wabi Sabi learned through this great journey of finding this monkey to

learn what her name meant, but finally after realizing herself in the sheer beauty that she and

everyone on this planet makes, you learn to love and accept yourself. In our classrooms that is a

message that everyone student needs to live by and continuously hear from their teacher; no

matter if you have the world's craziest name, you still need to be able to love yourself because

life is so much more precious than we all perceive it to be.

In the classroom I would love to teach with Wabi Sabi, reading it outloud would be so

much fun because of how it's formatted but also for the easy to follow along story that it tells.

Family is a huge theme in this book seeing that at the end of the day Wabi Sabi needed to go

back to her rightful house and go back to her masters, if not they would be so worried about what

happen to their cat! After reading this book a fun activity to see if the class understand the
message behind the words, is to ask them to do a personal response to the book and list some

things that they love about themselves. This is alternative book report is a way that we can if the

student grasped what is means to have self-love and respect after reading Wabi Sabi.

The reason that we chose All the Broken Pieces for our second honor book is for its

ability to tackle such profound cultural issues. Not many books for children or young adults

focus on the negative aspects of war in regard to mental health complications and racial tensions.

These are important issues to be discussed as war is a global issue and one that many students

may feel a deep connection to. Even if they have not experienced war, many students can relate

to other themes and topics discussed such as death, grief, guilt, anger, and bullies. These are only

some key aspects of the book that can be pulled for discussion and analyses. This is an important

book to have in the classroom because it may help many students in the class feel that they are

not alone with some of their struggles and invite conversation involving these tough topics.

From a literary perspective this book also has great use in the classroom. This book can

be used to analyze poetry. The whole book is written in lucid verse which is a form of poetry,

and is personally the only novel formatted poem book I have ever read. I never considered

myself to be one that enjoys poetry however, this book introduced it in a new light. This is an

experience that I think every student should experience and its presence in the classroom can

help students get introduced to it at a younger age. Perhaps this sort of exposure can not only get

students to further analyze this book but also get more excited about poetry because, as is

mentioned in chapter 8 of Children’s Literature Briefly, “poetry rarely receives the same

attention in our elementary and secondary schools as do other literary forms” (Terrell, p.93).

This book can perhaps be one step further in fixing this issue and creating an academic

environment in which students are exposed to poetry throughout the schooling career.
Conclusion

This assignment gave us both so much more insight on what multicultural literature is

and how we can use it in the classroom. We loved learning about what multiculture is, how it can

relate to literature and it surprised us both how much information goes behind each book. These

books are a great tool to read in the classroom, students will enjoy the descriptive story and able

to easily follow along and at the same time be educated about the many different cultures that are

around our world today. This assignment we learned about the criteria of what it means to be an

official award winner for the Notable Books for a Global Society, and what makes a book good

enough to use in the classroom.

What we would like to learn more about is just how many different cultures are

represented in children’s books today. It’s important that as teachers we have a little knowledge

about every kind of culture so that we can connect and make our students feel welcomed and at

home in the classroom, this is a great way to make a student feel more comfortable in the

classroom. I also would like to learn more about how to find these in our public libraries, sensing

that multicultural books aren’t the most popular I would be interested in how they are presented

in libraries.

Something that if we could have changed it for next time would be figuring out ahead of

time the books that we were going to use, we got our books at the beginning of the week but

figuring out which ones to do threw us for a loop. We also would have taken more time to do the

project for a whole, we were really great at getting all of supplies for this week but it would have

been smarter for us to do little by little each day so that we didn't feel as pressured with timing.
 We loved this assignment, we feel like it tied into the class in so many different ways so

it wasn’t the hardest assignment to do! We feel like that in this class one of the most important

aspects that as future teachers we need to know is that we need diversity in our classroom. This

can be seen by the books that we have in our own personal library with in the class. Having

many different multicultural literature is so important for the benefit of the students, being able

to read along with a great storyline and also learn about the many cultures around us. Our

students will be able to get a better grasp of the different lifestyles and traditions that happen in

other cultures and see how their daily lives differ from each other.
 Bibliography

Bartoletti, S. C. (2008). The Boy Who Dared. New York: Scholastic Press.

Burg, A. E. (2009). All the broken pieces: a novel in verse. New York: Scholastic Press.

Fleischman, P., & Paschkis, J. (2007). Glass slipper, gold sandal: a worldwide Cinderella.

New York: Henry Holt and Co.

Gifaldi, D. (2008). Listening for Crickets. New York, NY: Henry Holt.

Lin, G. (2011). Where the mountain meets the moon book club in a bag. New York: Little,

Brown.

Louie, Belinda. (2005). Development of Empathetic Responses with Multicultural Literature.

Washington. Journal of Adolescent and Adult Literacy.

Murphy, J. (2009). Truce. New York, NY: Scholastic Press.

Reibstein, M., & Young, E. (2008). Wabi Sabi. New York, NY: Little, Brown and Company.

Thompson, L., & Estrin, J. (2007). Ballerina dreams. New York: Feiwel & Friends.

Tunnell, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2016). Children's Literature Briefly

(6th ed.). Upper Saddle River, NJ: Pearson.