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Notable Books for a Global Society Project

Teaching and Learning 307

By Stephanie Schilling & Morgan Logan

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Introduction

This assignment introduces eight multicultural books listed on the Notable Books for

Global Society lists. In this essay we will summarize, analyze, and identify main points in each

one of these books that relate to the NBGS criteria. We will also identify the reason for

multicultural literature and how we could incorporate it into our future classroom. We take a

look at eight completely different books, but find similarities in each. Each one of these books

addresses the issues of cultural awareness and promotes the understanding of diverse

backgrounds.

Purpose

The purpose of this assignment is to enhance our understanding of multicultural

literature. Reviewing and analyzing the books enables us to look at a wide variety of

multicultural books and dissect each one. We are able to look at the similarities and differences

of the books and identify important features. The Notable Books for Global Society votes on the

books that they feel meets the criteria. This assignment makes us look at the book in different

lenses and critique it like they would. It also enhances our understanding and appreciation of

multicultural literature. We will be able to introduce these books into our classroom one day and

explain why they are so amazing. It is important to be educated and understand different

cultures, race, sexual orientation, values, and ethnic. If we are educated about these topics we

will have a better relationship with our students and be able to introduce these topics in the class.

Steps taken

We took multiple steps in completing this assignment in the hopes of a successful

outcome. We first planned our roles and expectations. We then looked at the Notable Books for a
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Global Society list together and talked about what books sparked our interested. We began

researching the books and going to the local libraries. We then discussed what books we wanted

to read and why they we wanted to use the specific books we chose. We finally decided to

narrow the list down and only use books in the 2015 Notable Books for Global Society. We

made that decision because we wanted to compare the books and see how they were related. We

both had a few of the 2015 books that were on the lost and we got the other books from the

library. After this decision I noticed that Where the Mountain Meets the Moon was one of the

books that made the list for a different year. Out of all of the books I have read this semester that

book was my favorite, so I really wanted to do this book. We talked about it and decided it was a

great decision. After reading each one of the books, we discussed the organization of the paper

and the criteria. We then wrote out our paper and compared our work. We did our best to make

our format similar so we were constantly in contact. I thought we worked very well together and

our communication skills were wonderful. This project was a lot easier than I anticipated solely

due to how well we worked together.

Definition

Multicultural literature varies in definition, but I believe it is understanding and

awareness of cultures all around the world. Multicultural literature is all about introducing

diversity and accepting one another. I came up with this definition after our discussion in class. I

thought about what multicultural literature meant and what went into it. Before this class I did

not think about the purpose of multicultural literature. I just thought it was about different

cultures, I thought it was boring and uninteresting. I now know there is a lot more to this genre,

and the books are very interesting. These books touch on so many issues and real topics that

leave readers speechless. Issues about race, tradition, sexual orientation and so many other
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controversial topics are discussed in these books. It touches on religious groups and individuals

with physical problems. It is an educational and pleasurable genre that any age group would

love.

BOOKS

The Red Pencil

Pinkney, A. D., & Evans, S. (2014). The Red Pencil. Little, Brown Books for Young Readers.

Summary -

The Red Pencil is a verse novel that is told in poems and pictures by Andrea Davis

Pinkney. This book is about a twelve year old girl named Amira. Amira lives and works on a

farm in Africa with her parents and her little sister Leila. Her parents are very traditional and do

not believe that women should go to school. Amira dreams about going to school, but her

parents dream of her marrying and having children. The Janjaweed attacks their village and they

lose everything, but the biggest, her father. They are forced to leave and they find refuge in

Kalma. In Kalma someone gives her a red pencil and yellow paper, she is ecstatic. This lifts

Amira and she finds her passion once again. Old Anwar is a family friend who teaches Amira

how to write. She gets so involved that she wants to leave and get an education.

Critique NBGS

This novel deserved being on the Notable Books for a Global Society list. This book did

not only meet the criteria, but it exceeded the expectations. The topic of this book was about a

young girl who lived in Darfur, Africa. This book touches on so many issues and real problems

that are happening all over the world. The committee is looking for an outstanding book that
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promotes the understanding of cultures, race, sexual orientation, values, and ethnicity. The

committee made an excellent decision with this one. The Red Pencil is a culturally diverse book

that touches on every aspect of the NBSGs criteria. To begin, this book introduces a culture that

many individuals may not know too much about. Andrea Davis Pinkney introduces the Sudanese

culture and race in a beautiful way. The setting of this book is in a Sudanese village, it speaks on

the daily lives of the residents and their everyday struggles. It touches on their work, their families,

and their fight against enemies. When girls turn twelve years old, they are essentially an adult, this

means for Amira (the main character) she was an adult. This meant that Amira had to work harder,

she had to do more on the farm and help out around the house. Amira also received a Toob when

she turns twelve, which is a traditional cloth that wraps around the body. This is a cultural aspect

that is portrayed in the book. Sexual orientation is also depicted in the text, Amira is expected to

marry and have children and obey her husband. She is constantly her testing her mothers patience

because she is certain that she does not her mothers life. She wishes to get an education and teach.

She believes that women should be able to read, write, and go to school but because she is a

women, she is not allowed to. For the first part of the NBSGs criteria The Red Pencil covered

almost half of the requirements when the book only needed to meet one part. The book portrayed

cultural accuracy and authentic in terms of intellectual abilities and problem solving capabilities,

leadership and cooperative dimensions, and social and economic status. As I mentioned earlier,

Amira was expected to work on the farm until she found a husband, she was expected to listen to

her parents and obey them. They lived in a small Sudanese village that was not very well educated

or wealthy. This touches on the aspect of intellectual abilities as well as social and economic status.

For part two of the criteria, Pinkney invited reflection, and critical analysis in her novel. When

Amiras village gets attacked, it raises many questions. It is a great section to reflect about where
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she is and the struggles that her and her village are facing. Pinkney also used a unique style of

writing and an appealing format. She used a verse novel, which creative way to introduce a grim

topic in a light hearted and engaging way. The text states Well-written books that express

multicultural themes or are international in their origins may have a profound effect on readers,

promoting a global outlook as well as an understanding that members of the human family have

more similarities than differences (Tunnel, et., al. 2016, p. 201). Pinkney did research while she

was writing this book, she traveled to Africa and hoped to make this book as accurate as possible.

She did an excellent job introducing a small part of the Sundaneses culture and providing her

readers with a better understanding of this culture.

Literary elements -

The illustrations are simple, yet hold so much meaning. The illustrations include sketches

of powerful images that represent different aspects of the book. The book would not have been

the same if the illustrations were non-existent. Personally I was able to connect with the book

and it gave me a better understanding of the culture. It was much easier to read and understand a

book when the book is accompanied by illustrations. If the book did not include illustrations, I

think it would have been much more difficult to read. Especially considering the age level of this

book. This book is targeted towards young adult readers and younger, I think the illustrations

pull kids in. This book is dealing with a real topic and it could be a dry subject, but Pinkney

created a well-written and well-illustrated book that could engage readers of all ages. I thought

Pinkney did a nice job with the plot, theme, and characters. The plot of this book is about a

young girls journey through sorrow and possibility in Africa. She wishes to get an education but

she is not able to because it is unheard of for women to get an education. The theme of this book

is about hope and achieving your dreams. Amira almost gave up on her dream when her village
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got attacked and she lost her father. Amira was depressed and did not see the light at the end of

the tunnel. Until someone gave her a pencil and paper and her dreams were alive again. This

book is about coming back from devastating circumstances and still believing in something

special. A few of the characters in this book were Amira who played a stubborn girl, but for a

good reason. Her mother, who was very traditional, but in Amiras eyes, hardheaded. Her father

who wanted the best for Amira, but could not give it to her. Old Anwar who was a wise man who

supported Amiras dreams. Her friend who moved to get an education, who she was jealous of.

Finally her little sister Leila, she was very young and still had a lot to learn, but she loved and

obeyed Amira. The voice of the book was very peaceful, Pinkney introduces painful situations in

a particular that makes it a little easier to read. I found myself frustrated and sad when I was

reading this book because of what Amira had to go through, but I felt like I was listening to

Amira when I was reading it. The verse style, provided the book with rhythm and a soft tone.

One example form the text is "Slowly, I repeat. // With my pencil, / I swirl sweet's delicious

beauty / onto my tablet's paper. / Sweet. / Sweet. / Sweet. // I have already tasted this new word's

meaning. //" (Pinkney, Et., al. 2014, p. 239). When I read that sentence I feel calm and a sense of

hope.

Critical reaction -

To begin this novel is written in verse which could be a strength and weakness. Every

reader is different, some may enjoy the style, but others may hate it. The verse style introduces

the difficult topic in a more settling way. It allows readers to comprehend the material in a

different way and it may be easier for some children to read. The verse style could also be a

weakness because many readers cannot follow poems or understand them. A few strengths that

the book portrayed were the illustrations. I found that the illustrations were a great addition and
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made the book much more interesting. Another strength that I think the book portrayed was the

presentation of the information. The genocide that occurred in Darfur was devastating, but

Pinkney spoke about it perfectly. It was appropriate for the age level and still provided enough

information. This book also provides a small glimpse into Amiras life, which gives readers a

better understanding of the world she lives in. A weaknesses that this book had was the ending, it

was abrupt and dry. I felt like it should have expanded on Amiras life and what she was doing,

but instead the book just ended. We didnt find out how things worked out or what ended up

happening. She took a lot of time setting up Amira, her family, and her feelings, but readers are

left confused. I would introduce this book into my classroom in a curriculum or even just read it

for fun. This book can be educational, but I also think that this book is for enjoyment as well.

Students can learn and take a lot from this book ranging from different cultures and

accomplishing your dreams. This would be a great way for students to learn about poetry and

different types of poetry. It could also be used for introducing different cultures and why it is

important to learn about different cultures. This meets my criteria for good multicultural

literature because I would be introducing different cultures, values, and styles of writing.

Depending on the grade level, I could have the students write a paper about what they learned

from the book and why they think reading multicultural literature is beneficial. I would use this

specifically because of the style, theme, and plot of the book. This book covered all of the basis

and I think many people would enjoy it.

Little Melba and Her Big Trombone

Russell-Brown, K., & Morrison, F. (2014). Little Melba and her Trombone. Lee & Low Books

Summary -
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Little Melba and Her Big Trombone is a true story about Melba Doretta Liston. This book

tells the story of a young girls passion for playing music and the struggles she faces because of

her skin color. She was surrounded by music her whole life, so she decided to get her own

instrument. She was dedicated and her family was there to support her, although she hard times.

She was a master musician and she traveled around the world to play. She sadly experienced

discrimination because of her skin color and this book discusses her fight towards her dream.

Melba was so discouraged that she thought about walking away from her trombone, but her fans

didnt let her quit. This is a great multicultural book that many people would enjoy reading.

Critique NBGS

Little Melba and Her Big Trombone is a multicultural book that is on the NBGS list. As I

have mentioned before, the criteria is specific to diversity and enhancing childrens

understanding of different cultures. Miss Melba Doretta Liston is an American musician that

experienced discrimination because she was an African American. Liston out beat the odds of a

women musician becoming successful during 1940s through the 60s. During this time it was

odd to see a women successful and strong. Not just that, but an African American women, which

made many people angry. This book deals with sexual discrimination, like when the boys at her

high school are making fun of her. This book meets part 1 of the criteria because the book is

discussing an in-depth treatment of cultural issues. Melba experiences cultural issues first hand

and the book captures those emotions. The in-depth treatment of people not attending her shows

and not being allowed to go into building and play are example of part 1. In part 2 of the criteria

this book meets every part, the style of the book is unique and is appealing. This book expresses

a powerful message in a childrens book. The book is about a real story but introduces in an

appropriate way with meaningful illustrations.

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Literary Elements -

The illustrations in this book were very well executed. The warm colors provided a sense

of hope and calmness. The lines are precise and about a fourth of the page is dedicated to the

text. Each page has an extreme amount of detailed, for example in the music class the chalk

board has writing on it and each individual hair is done perfectly. The angles are precise and

creative, which makes the book come alive. The plot of the story is about a young girl who loves

playing music, but as she is growing up she is noticing the acts of segregation and racism. Melba

was being pushed away from something she loved because of her skin color. The theme of this

book is, doing what you love regardless of discrimination. Melba was tempted to quit music, but

she didnt and she kept playing. I think that could be a lesson to many children and young adults

reading this book. The voice in this book is cheerful in the beginning, sad in the middle, and

hopeful at the end. The first sentence from the book represents the cheerful mood, Spread the

word little Melba Doretta Liston was something special. The year she was born was 1926, the

place was Kansas City where you could reach out and feel the music (Russell-Brown, et., al.

2014, p. 1). This book mentioned several characters such as her grandfather, her band, and

famous players, but the whole book revolved around her. They introduced her and her story in a

personal way and I think the book represented Melba very well. The illustrations depicted both

sides of the story the best way possible, which was an emotional and happy journey.

Critical Reaction

This book has many strengths, but it also has a few weaknesses. The presentation of this

book is done very well. The illustrations are a strength that gives the book character. I do not

think this book would have been selected without the illustrations. They add so much to the book

and provide the book with real emotions. I also think the book introduced Liston very well. A
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weakness is the information in the book. I wish the book dug a little deeper and spoke more

about the issues that Liston faced. I understand that this is a childrens picture book, but it could

also be an educational book. The book touched lightly on the topic, when I wish it couldve gone

more in detail. I enjoyed reading the book, but I am not sure if I like the story line. This book

was nominated because of the multicultural aspects portrayed. It touches on more cultural issues

than other books that I have read. It does meet my criteria for a good multicultural book, and I do

think this book deserved being on the list, because it does include sexual discrimination and race.

This book does provide readers with a better understanding of issues happening around the

world.

Brown Girl Dreaming

Woodson, J. (2014). Brown Girl Dreaming. Penguin Young Readers Group

Summary -

Jackie is the main character in this novel, she shares her experiences of segregation,

racism, and the civil rights movement. Growing up in the 1960s and 1970s and being African

American came with many obstacles. Throughout the book Jackie is trying to find her voice and

wrap her head around everything going on around her. Her parents have different views about

the South which causes many arguments. Her parents eventually split and her and her siblings

move into her grandparents house with her mother. This is where she learns about nonviolently

fighting for what you believe in. Jackie experiences so many obstacles and during that time she

is trying to find herself. She is dealing with the civil rights movement and the separation of her

parents. She is creating relationships with her family members and finding her calling to be a

writer. This book allows readers to get an insight of Jackies life and her feelings. The story does
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indeed have a slow start, but Alexander has an interesting approach to the information. This book

is written in a verse, so the whole book is comprised of different poems. This book is written in a

very personal way which allows the readers to connect with the book. The topics discussed in

this book are real problems and issues that people deal with today. I had a difficult time reading

this book because of the style of the novel, but I thought the theme and story line of the book was

well done

Critique NBGS-

This book meets the NBGSs criteria with ease. This book is a multicultural verse novel

that discusses and promotes the understanding of Jackies culture. This book meets part one of

the criteria which is rich in cultural detail. Woodson is able to create an authentic novel that is

rich in detail because she experienced every account personally. Woodson reminds her audience

that she grew up in the 60s when segregation and racism was alive. She refers to white only

signs and not being able to sit too close to the bus driver because of their skin color. Woodson

touches on many cultural components which is why the book was chosen to be on this list. The

book touches on Jackies religion, her grandmother converted them to Jehovah Witness, although

she switches later. Jehovah Witnesses are not supposed to celebrate any holidays including

birthdays. This small detail provides us with Jackies culture as well as her values. The book also

meets part two of the criteria. Woodson invites reflection, critical analysis as well as a response.

One of my favorite quotes in the book that fits this component perfectly is, Even the silence /

has a story to tell you/ just listen. Listen (Woodson, 2014, p. 238). This allows the reader to take

a step back and actually think about what Jackie is talking about. This book also uses a unique

language and style. The language used in this novel is so simplistic but transcends a powerful
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meaning. Woodson speaks upon her real and personal feelings towards culture, race, and values

as she was experiencing each one.

Literary Elements

The plot of this book is interesting because it deals with a young African American girl

who shares her experiences segregation, racism, and the civil rights movement. She speaks on

her frustrations, wishes, and obstacles that she has to overcome. Jackie is trying to figure out

what life is all about and in the process she is dealing with many struggles in her life. The theme

of this book is Jackies Journey through life. She is trying to find her voice and understand the

world around her. She is dealing with the civil rights movement and the separation of her

parents. She is creating relationships with her family members and finding her calling to be a

writer. The voice of this book is powerful, Jacqueline Woodson reminds us the time that she

grew up and what was happening in her life. For example, Then I let the stories live / inside my

head, again and again / until the real world fades back / into cricket lullabies / and my own

dreams (Woodson, 2014, p. 81). Jackie Woodson is the main character of the book. Her parents

Jack and Mary Ann Woodson, who split up because they have different views. Her grandparents

Georgiana and Gunnar Irby and her siblings Dell, Hope, and Roman. Woodson develops Jackies

relationship with her grandfather, she idolizes her grandfather and begins to call him daddy.

She describes spending time with her grandfather and how she would fall asleep on his

shoulders. He passes away and her family is torn apart. This is an example of how the characters

were presented in the book and each individual impacted her life. This style of this novel is a

memoir written in free verse. Woodson tells the story of her life beginning to end and explores

the power of writing in doing it.

Critical Reaction
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I enjoyed reading this book, but I found it relatively difficult to stay interested. I think

this book has strengths, but I also think that this book could have been introduced in a different

way. It was difficult to read because the verse style, it did not compliment the book. I believe

that the verse style was a weakness, I think that Woodson could have introduced this book in a

different manner and it would have been much stronger. I appreciated overlying message and

theme of the plot, although it was difficult to get there. This book displayed an immense amount

of detail and allowed for reflection, which are strengths that this book conveyed. The powerful

verses also held a lot of meaning, but I wonder how well young adult readers would comprehend

them. An example of a powerful message in the book is, I want to catch words one day. I want

to hold them / then blow gently, / watch them float / right out of my hands (Woodson, 2014, p.

141). Woodson talks about powerful stories all throughout the book and she did a great job

introducing them. Another strength that this portrays is Woodsons selflessness. She shares many

personal feelings and raw emotions with the readers that strengthen the meaning of the book.

Where the Mountain Meets the Moon

Lin, Grace. (2009). Where the mountain meets the moon. New York: Little, Brown and Co.,

Summary

Where is the Mountain Meets the Moon is written by Grace Lin and is about a young

girls journey to change her families fortune. This book is an adventurous and engaging book for

young adult readers, although I think many people would enjoy this book. Minlis live with her

very hard working parents. Her father is constantly retelling folk talks that she is mesmerized by.

Her mother is constantly angry and does not like to listen to her father foolish stories. Her mother

is constantly complaining about their fortune and because they live off of very little food and
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work very hard. Minli wants to do something about it, so she takes off without her parents

knowing and goes on an unforgettable journey to find the old man of the moon to change her

fortune.

Criteria NBGS

This book met the criteria of the NBGS and promotes cultural awareness. One of the

biggest aspects that this book meets is the authenticity of the book. The traditional folktales

enable the reader to appreciate the culture. It provides a little insight of the traditions and the

beliefs. It also provides an understanding of why they do certain things. This multicultural book

focuses on the Chinese culture which is distinguished by the characters. This meets part 1 and

part 2 of the criteria, it honors and celebrates diversity as well as demonstrates a unique language

and style. This book differs from other books because it is a fantasy book, although it holds

traditional values. It honors diversity and they cherish every folktale that is told in the book. The

style of the book is an interesting way to approach cultural awareness, but it was an engaging

way. Many children would enjoy this book because of the fantasy aspect, but they will learn

about the Chinses Culture as well. Gracie Lin grew up as the only Asian in her school and she

soon began to neglect her heritage. She later felt shameful for what she did and she began

traveling China and other countries. This story is a mix between non-fiction and fiction. Lin

created this story but incorporated real facts into it. I know from experience that many children

disregard their heritage and this book could change childrens outlook. I am half Mexican and

half Caucasian and I grew up in a predominately Mexican school. I have very light skin, so I was

an automatic target. Although it was difficult for me because I was like all of the other kids, I ate

the same food as them, I went to the same church, I had the same traditions, but because my skin

color was white I was bullied. I began hating the other half of myself and wished that I didnt
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have white skin because I was constantly I target. As I became older, I realized that I was foolish

and that the kids were outright mean. I can understand and relate to children just like Lin

experienced. This book would be a great book to introduce into a classroom and explain Lins

story.

Literary Elements

The plot of this book is about a young girl who goes on an adventure to change her

parents fortune. As she is on this adventure is meets people along the way and comes across

certain challenges. She meets people who change her life and changes her perspective on things.

When she eventually finds the old man of the moon, who is going to change her fortune she

realizes that her friends fortune is more important than hers. The theme of this book is

friendship, without the friendships she made throughout her journey, she would not have made

the right decision. Her closest friend that she made was the dragon, she also became friends with

twins, buffalo boy and many more. The voice in the book is curious and hopeful. Minli travels

through areas that she knows nothing about and danger could ne awaiting her. The voice is

through Minli as she is narrating the story. There are parts throughout the book that include the

folktale that is told by different people. Although through the help of other people Minli travels

safely. Minli is the main character in the book, but she meets individuals through her journey.

Her closest friend the dragon goes on the entire journey with her, although he cannot fly. Her

parents are back home, hoping that Minli is safe. The writing style is a fantasy book for children.

There are dragons, magic, and talking animals in this story.

Critical Reaction
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The strengths that this book embodies is a creative story and the Chinese folktales. The

format and presentation of this book is also a strength. This creative story interweaves true

Chinese folktales into an adventurous book. The storyline and presentation of this book was

executed very well. The story had a beginning, middle, and end and each section had a purpose.

The book also introduced the Chinese culture which provided a small glimpse into their

traditions. At the end of the book Grace Lin explains why she wrote the book and the process.

Many of her illustrations were real photos that she took in China but transformed them and used

them in her book. A weakness that this book conveyed would be not as much cultural

background. I wish that this book included more information about her culture, rather than just

the folktales and a couple other things. This book could have used stronger cultural ties such as

religion, traditions, and other aspects in that nature. Some may argue that the style of book is a

weakness. I know this book was difficult for some people to read because of the fantasy style,

although I enjoyed it.

Separate is never equal

Tonatiuh, D. (2014). Separate is never equal: Sylvia Mendez & her family's fight for

desegregation. Dreamscape Media.

Summary -

Separate Is Never Equal: Sylvia Mendez & her familys fight for desegregation was a

picture book written and illustrated by Duncan Tonatiuh. This book is a true story about a young

Mexican girl and her familys fight to gain equality. The book is written in first person from the

little girls perspective, Sylvia. This story takes place before, during, and immediately following

the Mendez family court case against the state.

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This story begins with Sylvia Mendez coming home all upset after her first day at school.

Sylvia was bullied and called names all day about being in her new school, and isnt very excited

about going back the next day. Her mother hears this and tells her daughter that they worked

really hard to get where they are and she needs to think about how good of a thing it was for

everyone like her, which is followed by a jump back to when Sylvias family first tried to get her

into the school she was in. The Mendez family moved to California so Sylvias father could run

his own farm. This caused her and her two brothers to change schools, but when they attempted

to enroll they were told by the principle that they couldnt because the school was only a white

person school and they needed to go to the Mexican school. This made the Mendez family very

angry because the children were US citizens, they were closer to the white students school, and

the Mexican school was not a good school.

The Mendez family was told that they should sue and take it to court, and Mr. Mendez

agreed. The fight in the court went further and further up the court system and the Mendez

family was gaining lots of support from other non-Caucasian families. Sylvia watched at the

sidelines and dreamed about being called to the stands. After many months that courts finally

made a decision and declared that schools could not turn down students because of their race,

color, or background. Sylvia was taken back to the school and started her first day only to be

called names and bullied by the other students. She came home crying and not wanting to come

back, but her mother calmed her down and talked to her about it. Her mother told her that it

didnt matter and she needed to ignore the other kids. They worked very hard to get where they

were and she couldnt give up now otherwise nothing would ever change.

Critique NBGS -
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Separate Is Never Equal: Sylvia Mendez & her familys fight for desegregation, found on

the Notable Books for a Global Society list does a great job of following the (NBGS) criteria.

This book honors and celebrates diversity as well as common bonds in humanity, in multiple

different ways. It is greatly shown in the fight for equality these individuals went through and

how more and more people stuck together, from different backgrounds, just to support the same

cause. This book also includes members of a minority group in the United States, which is shown

through the Mexican population. This book, Separate Is Never Equal: Sylvia Mendez & her

familys fight for desegregation, also demonstrates an interesting style of writing, as shown in the

court case section of the story. The format in this book is very appealing because the story would

have been a lot drier without the pictures on every page. Overall this story met all of the NBGS

book criteria, and was a very good story for students and adults to read.

Literary elements -

The illustrations in this book were very interesting, they looked like they were inspired

by old Mexican art work. The colors in this books illustrations were very dull, and mellow toned.

The writing style of this story was in the form of a childrens picture book, and was meant for

younger audiences. The plot of this story was all about the Mendez Court Case, but was shown

in the view of the child not the adult. This story started with Sylvia not being allowed to go to a

good school because of her race, then it showed the following years though the court case until

Sylvia finally was allowed into that one school that originally sent her away. The theme of the

story could be just because you look or act differently doesnt mean you should be treated

differently, or no child should have a lesser education because of what they look like or where

they come from. The voice of the story is very frustrated at some points, and very excited or

expectant at others. The characters in this book grew some as the story unfolded. Sylvia for
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instance started out very sad about her situation at school, and ended happy and proud when she

walked through the hallways.

Critical reaction -

Separate Is Never Equal: Sylvia Mendez & her familys fight for desegregation, has many

strengths and some weaknesses throughout the story. The books strengths would include the way

the author made a historical event exciting and connectable for children, and another would be

how the story was written from a childs perspective. The way the author made this court case

exciting and connectible for children was very good. It had a lot of historical information but was

written in a way that students would not know that they were actually learning throughout the

entire book. The choice to have this picture book written from a childs point of view was also a

very wonderful idea. This made the story very connectable for children, and helped them

understand from Sylvias point of view. This book also had some weaknesses such as it did not

show much of what it was like for Sylvia at her Mexican school. This book did show a little of

what her education was like, but it would have been more educational if it had a little more of

Sylvias experiences rather than what happened at the court case.

Beyond Magenta: Transgender Teens Speak Out

Kuklin, S. (2014). Beyond magenta: Transgender teens speak out. Candlewick Press.

Summary -

Beyond Magenta: Transgender Teens Speak Out was written by Susan Kuklin and

Candlewick. This book is a collection of transgender teens stories and all their experiences with

finding themselves. This book starts out with the story of Jessy, a man in a womans body, when

he gets his first period. This chapter talks about how Jessy had a good child and was never really
 21

bullied because he had a positive and bubbly attitude. Jessys real name was Kamolchanok and

he was from Bangkok before he moved to the US. Even Jessys parents now call him their only

son. At age thirteen Jessy went into the boys bathroom, and was very confused when he was

pulled out of school by his parents who said it was unacceptable. The story jumps back to when

Jessy was younger and some of the thoughts he had. Such as his first crush on a girl, wearing a

suit to picture day, and taking karate and boxing. He talked about having to do dance and crying

to his mother begging her not to make him go, because he didnt like it. Puberty came and Jessy

started to get breasts and other changes that he didnt want. They had to go back to Thailand and

Jessy was highly question who he was, and was experimenting a lot. He tried to be a girl, and fit

in, but when it wasnt working and they found out he might be gay they became mean. High

school was just as complicated as elementary if not more because Jessy came out and tried to

find himself as a man. During college Jessys mom finally accepted him as a man. The story then

goes on to Jessy finding love and becoming himself.

This book also went on to tell the story of Christina who was born as Matthew. Christina

has had bad experiences with people bullying her, and treating her badly about her life choices

and feelings. Christina was born a boy and grew up with judgmental family and friends because

of her choices to become a woman. Christina always considered himself girly even when he was

a little boy. Christiania never liked sports, and loved shopping and dressing pretty. His dad knew

from the beginning that Christina always wanted to be a girl and was very okay with it, but her

mother was not as accepting. During her senior year Christina went full transgender and had

many people not understand or not except her decision. People bullied her, physically and

mentally assaulted her, and full out separated her from the rest of the school. Throughout school

Christina only had one teacher nice to her, and a few friends that somewhat accepted her. By the
 22

end of senior year she was taking estrogen and becoming a women like she wanted. Christina

met Gabriel and had her first long lasting relationship

Mariah also had a story in the book, Mariah is a transgender woman who has had a harder

time transitioning because she feels that she will never be fully human. She started wearing

female cloths at the age of four, and had many problems with adults and teachers treating her

badly and like she was wrong. Unlike the other stories Mariah showed her girly side at a very

young age. The book continued with more and more examples of young individuals that were in

the wrong body and became transgender. Cameron, Nat, and Luke all had different but similar

stories.

Critique NBGS -

This multicultural cultural book, Beyond Magenta: Transgender Teens Speak Out, found

on the Notable Books for a Global Society list does a great job of following the (NBGS) criteria.

This book honors and celebrates diversity as well as common bonds in humanity, as shown in

each of the mini stories throughout the book. Each of the main characters learn at one point or

another that they should be proud and celebrate who they are, as well as their family and friends

that support them. This book also includes members of a minority group in the United States,

which is shown through the transgender populations. Beyond Magenta: Transgender Teens

Speak Out also demonstrates an interesting style of writing, as shown by the main independent

sections of the book being split between a handful of teens. This form of writing is also part of

the appealing format in the book, I think that this was a great choice in how to add multiple

different views. Overall this story met and went beyond the criteria of an NBGS books, and was

a very good and well written book all the way around
 23

Literary elements -

There were not as many illustrations in this book because it was a chapter book, but there

were a few pictures. The pictures found in this book were to show the transitions and changes

that these teens went through on the way to finding themselves. Each of these pictures showed

only headshots or body shots of the storyteller. There are multiple themes in this story and they

all stayed relatively consistent. The first theme could be shown as; be who you are even if others

tell you not to, and dont feel lesser if you are not what others want of you, be who you want.

The style of this story was also very good. The story was in the form of a chapter book, which

was very fitting and appealing to the story. The voice of the story is mostly frustrated, excited, or

confused and it switched back and forth depending on the person and the age they were talking

about. The organization was also well done, each teen had their own start that started from when

they first felt different to when they finally found themselves. The plot was repetitive with each

teens story, but it consisted of their stories throughout their time of finding who they were and

changing to become who they wanted to be. Finally the characters had good description and

growth throughout each individual story. We watch Jessy, Christina, Mariah, Cameron, Nat, and

Luke all grow and change into the people that they are supposed to be and not what their families

or society want them to be.

Critical reaction -

The story, Beyond Magenta: Transgender Teens Speak Out, has many strengths and some

weaknesses. The books strengths would include the many viewpoints, and the multiple stories

told by transgender teens. The multiple viewpoints in this story showed how horrible and mean

some people in society can be and how everyone needs to be more excepting of transgender and

gay individuals because being mean does not change or solve anything. The stories also showed
 24

how many transgender individuals go through multiple different situations all with a common

problem of acceptance. These two points made very strong and good aspects to the book that

really needed to be shown and stated. This book also had some weaknesses such as it dragged

sometimes in the background aspect to the book. Although most of the background stories made

the book what it is, others caused the storyline to drag a little slower than it could have been.

Some of the stories shared needed to be shortened or removed because of irrelevance to the plot

and storyline.

Hana Hashimoto, Sixth Violin

Uegaki, C., & Leng, Q. (2014). Hana Hashimoto, sixth violin. Toronto, ON: Kids Can Press

Summary -

Hana Hashimoto, Sixth Violin written by Chieri Uegaki and illustrated by Qin Leng. This

book is a childrens picture book about a little girl and her violin. The story begins with a little

girl named Hana Hashimoto that goes to her brothers and tells them her exciting news of joining

the school talent show. Her brothers laugh at her because Hana has just started learning how to

play her violin and is not yet very good. She goes inside to practice and starts thinking about the

previous summer when she picked up her first violin. Hana then thinks back to last summer went

and visited her grandfather Ojiichan in Japan. The story talks about how her grandfather used to

be a violinist in symphony orchestra in Kyoto. It also talks about how her grandfather was so

good he even played in front of the imperial family. Ojiichan played his violin every morning to

wake Hana up, and throughout the day he would play Morzart, Mendelssohn, or Bach on the

veranda. The story showed that her grandfather liked to play notes that sounded like different
 25

things such as crickets, water droplets, fireflies, and more. Finally Hana thought back to every

night when her father would play a lullaby for her.

When Hana left Tokyo and her grandfather to go back to the states and her parents she

decided that she wanted to play the violin. Hana practiced every day in front of her family, which

usually had her brothers running, her dog, and a picture of her grandfather. Finally the day of the

talent show came and Hana walked out onto the big stage all alone to play her violin. Hana felt

very scared until she saw her family, and best friends, then she remembered her grandfather

telling her to do her best. Hana took in a deep breath and started to play. First she played the

mother crow calling to her chicks, then she played a neighboring cat calling, the sound of rain on

paper umbrellas, buzzing bees, cows, mice, croaking frogs. Then she ended with a great big bow.

That night her family asked for an encore, and she made the funny animal noises on her violin as

they laughed. She was very surprised but happy that they enjoyed it so much. Hana sat playing

that night and hoped that next year she would be good enough to play Ojiichans favorite piece at

the talent show.

Critique NBGS -

This multicultural cultural book, Hana Hashimoto, Sixth Violin, found on the Notable

Books for a Global Society list follows the (NBGS) criteria impeccably. This book honors and

celebrates diversity as well as common bonds in humanity, as shown between Hana and her

grandfather Ojiichan. This book also includes members of a minority group in the United States,

which is the Japanese cultural group. As well as these this book also demonstrates an interesting

style of writing, as shown when Hana is listening to her grandfather play the violin, or is playing

herself during the talent show. This book has an appealing format, and it meets generally
 26

accepted criteria of a good quality book. Overall this story met and went beyond the criteria of an

NBGS book.

Literary elements -

The illustrations in this book were very well done. The colors and hues were colorful but

not overpowering and blinding. There was good texture to the book, which was shown in what

looked like paint and brushstrokes. The illustrations were fun but not super exaggerated to where

they took up all of the attention away from the story. As well as the illustrations there were also a

few other literary elements that were beautifully done. There are multiple themes in this story

and they all stayed relatively consistent. The first theme could be shown as; dont give up on

something you want to do even if others are not supporting because you can achieve anything,

and listen to what your grandparents stories you never know when one can change your life.

The style of this story was also very good. The story was in a childrens picture book, which was

very fitting and appealing to the story and the eye. The voice of the story is mostly encouraging

and determined. The organization was also well done, it started with the purpose of the story,

then went back to the very beginning of the story just to work all the way to the conclusion. The

plot developed nicely in this story as well. First the story shows Hana and her violin, which is

followed by how she decided to pick up her first violin and her first real concert in front of an

audience. Finally the characters had good description and growth throughout the story. We watch

Hana learn to play her instrument and slowly get better and better. We also see Hana gain more

confidence in her playing throughout the story.

Critical reaction -

Hana Hashimoto, Sixth Violin has many strengths and some weaknesses. The books
 27

strengths would include the illustrations, and the cute connection between grandfather and

granddaughter. The illustrator did a great job of showing beautiful pictures of what was

happening in Hanas life without overpowering the story or text. The pictures mingled and

flowed with the text in an overall tasteful manner. This book also had a wonderful connection

between grandfather and granddaughter that many students might be able to connect with. This

book also had some weaknesses such as it did not go into as much detail into what all her

grandfather did and how he learned to play. This book would have been more interesting for

older readers if it added just a little bit of background to the characters lives.

El Deafo

Bell, C., & Lasky, D. (2014). El Deafo. New York, NY: Amulet Books.

Summary -

The book El Deafo is a book written by Cece Bell and illustrated by Harry Abrams. This

story is in the form of a large graphic novel, and is written in first person from the perspective of

Cece. This is a true story written by the author and about the author.

This book is about a four year old girl named Cece. One day Cece gets sick with

meningitis and has to go spend many weeks in the hospital. As an outcome to Ceces meningitis

she ends up losing her hearing and becomes almost completely deaf. Cece has to go to some

hearing specialists and finally receives a hearing aid that allows her to somewhat hear people, the

only problem is she has to work a lot harder at understanding people. Almost everything that

Cece hears is jumbled and mixed up, so she learns the skill of reading lips. The book follows

Cece as she goes through first grade all the way through third grade. Like any other child we

watch Cece go through school trying to make friends and find her place. She finds it is hard to
 28

find good friends and know when a relationship is not what it should be.

Throughout the summer she ends up losing her best friend Martha. She loses Martha

because Cece ends up hurting her eye while playing a game with Martha, and she gets worried

about hurting Cece. Cece also finds her first crush named Mike Miller over the summer. The

following school year she tries to fix her broken relationship with Martha and start a new one

with Mike. Cece ends up gaining somewhat of a relationship with her crush Mike which leads

her back to Martha in the very end.

Critique NBGS -

The multicultural cultural book, El Deafo, which is on the Notable Books for a Global

Society list follows the (NBGS) criteria perfectly. This book includes members of a minority

group, the deaf community, as the main focus. This book also focuses on celebrating diversity as

well as common bonds in humanity. Throughout the entire book Cece is learning that being

different actually makes her what she calls a superhero this book also brings in bonds between

friends and family even when times are tough. This book is in the form of a graphic novel so it

could be considered to be written in a unique style or language. Being in the form of a graphic

novel also caused this book to have an appealing format. Over all this book focuses heavily on

culture and different ways of living and thinking other than the social majority. This book fulfills

all of the NBGS criteria.

Literary elements -

The illustrations in this book were very well chosen and completed. The entire book was

illustrated in graphic novel form. Because the book was illustrated in a graphic novel the pictures

accompanied the text all throughout the story. The illustrator chose to have the characters in a
 29

human bunny mix. Because of this decision to make the characters in the book half bunny it

added an emphasis to the hearing senses and the characters ears. The colors chosen in this book

were on the brighter side to show Ceces positive world around her. Cece is always surrounded

by bright colors and such as greens, oranges, and yellows. The illustrations were made of mostly

strait lines. The illustrations looked to be done with computer paint shop and did not have much

texture to them. The illustrations in the book mostly focused on the main characters rather than

the background, to show the main focus of the story. The illustrations were not only pictures in

this books. The text in this story also could be considered illustrations on their own. The words

in this graphic novel got bigger when being yelled, smaller when whispered, translucent when

she was losing her hearing, and blank when the main character, Cece, could not hear anything at

all. There are multiple themes in this story and they all stayed relatively consistent. The first

theme could be considered hearing, and another could be learning to make friends and finding

your place in the world. The style of this story was also very good, the story was in a graphic

novel format and was very entertaining and the way the author/illustrator chose to have the story

line. The voice of the story is mostly positive and cheerful but in some points, like when Cece

loses her hearing, it is sad and frustrated. The organization was also well done, it went from year

to year as Cece got older and did not skip any important details. The plot developed nicely in this

story as well. First the story shows a happy little girl, then she gets sick and loses her hearing this

is followed by a lot of learning appreciating herself and her hearing aid. Good description and

growth of the characters is also found in this story, almost all of the characters change and have

their place in the book as the story unfolds. The description and changes in the setting, also occur

every time Cece goes to a new place or a new grade in school, and each place it talks about has a

specific purpose in the story.

 30

Critical reaction -

The story El Deafo has many strengths and even some weaknesses in it. The books

strengths would include the illustrations, the variation of audiences, and the insight to what it is

like to be deaf. The author/illustrator did a great job of adding fun and entertaining illustrations

the story. These illustrations only intensified the good story, and added depth to what the words

were saying. Another strength the book had was the how the book focused toward a younger

audience but still was entertaining for older readers. There was good language and humor that a

wide range of ages could enjoy. Finally the book did a great job of showing insight to what it is

like for someone to be deaf and what it is like for the family and friends of the deaf individual.

This book also had some weaknesses such as it did not show much to the medical side of Ceces

hearing loss. I know that she was very young and it was from her perspective so it didnt focus

much on the medical side, but it would have been nice to see a bit more than it showed.

Honors:

We picked two books as honors in this assignment, the first honor book chosen was El

Deafo. We thought this book should be one of our honor books because it appeals to students, it

has many uses in the classroom, and shows excellent in following the NBGS criteria. All of the

books read for this assignment could have classroom applications connected with it, be appealing

to students and show excellence in following the NBGS criteria, but this book was one of three

that stood out above the others, and needed to be recognized as such.

El Deafo is a good honor book because it could be very appealing to students. This book

is a graphic novel, so it could potentially be appealing to nonreaders and readers while teaching

both a bit about deafness. This book could also be appealing to students because it shows real life
 31

situations where a young kids deal with friendship problems and insecurities. El Deafo can be

used in the classroom to support many different lessons. This book would be a good trade book

for school use because it is an informational book that is fun and entertaining for students, but

still tells them about the world around them (Saul & Dieckman, 2005). One lesson could be

about different types of literature, another could be about meningitis or deafness, and a third

lesson could be about knowing the difference between a good and bad relationship. Each of these

lessons could be covered using El Deafo. Finally this book is one of our honor books because it

shows excellence in following the NBGS criteria. This book is written in a unique style or

language because it is in the form of a graphic novel. Being in the form of a graphic novel also

caused this book to have an appealing format for young students, or students that are not yet a

big fan of reading. Over all this book focuses heavily on culture and different ways of living and

thinking other than the social majority. This book fulfills all of the NBGS criteria. This book

includes members of a minority group, the deaf community, in the United States. This book

focuses on celebrating diversity as well as common bonds in humanity. Throughout the entire

book Cece is learning that being different is not a bad thing and that it can actually make her

special and great. This book also brings in bonds between friends and family especially when

times are tough. Such as shown between Cece and her family when she first loses her hearing

and later on in life with her best friends when Cece gets hurt. This book is overall very well

written and inspiring book that deserved the title of an honor book if not a winner.

The second book we chose for honors was Hana Hashimoto, sixth violin. This book

should be one of our honor books because like the other; it can appeal to students in multiple

different ways. This book could also be used in the classroom for multiple different lessons and

teaching purposes. Finally this book shows excellent in following the NBGS criteria beyond
 32

what some of the others showed. Overall this book was another great story that needed to be

recognized above some of the other works.

This book, Hana Hashimoto, sixth violin, could be appealing to students because it is a

beautiful picture book that is appealing to the eye, and because it is a very uplifting story that

shows that you can do whatever you set your mind to. This book is also has many applications in

the classrooms, over all this book could be in a lesson about Japanese culture, or about music, or

even about setting your mind to something and not giving up even if people tell you that you

cant. Finally this book shows excellence when looking at the NBGS criteria. This book showed

cultural authenticity in its pictures about Hanas grandfathers home. The story honors and

celebrates diversity as well as common bonds in humanity, as shown between Hana and her

grandfather Ojiichan. Throughout the story you mostly see members of the Japanese cultural,

which could be seen as a minority group in the United States. This book also shows unique

language and style throughout the performance and musical portion of the story. Overall this

book is a wonderful story that was very well written and illustrated.

Winner:

We chose The Red Pencil as our winner because it exceeded the expectation and criteria

of the NBGS. The committee is on the search for a book that promotes the understanding of

culture and vanishing the stereotypes that many people proceed cultures to have. This book

touched on every component as well as created a creative and engaging book for a wide variety

of readers. In our textbook Tunnel states, Literature can be one of the most powerful tools for

combating the ignorance that breeds xenophobic and judgmental behaviors (Tunnel, et., al.

2016, p. 202). This quote is the perfect example of what this book exemplifies. Introducing this

book into a classroom would be beneficial to students. This book does not only display a great
 33

story, it offers educational features that could be taught in a classroom. To begin with, this book

could be used to teach different types of literature. This book is a verse novel, which many kids

might not be familiar with. This book could be used to identify the form of writing and the

positives and negatives about this style. After reading this book I found myself very interested

in the Sudanese culture and I wanted to expand my learning. This book is very informational and

will introduce a new culture into the classroom, if not already. This book would appeal to

students because it is a relatable novel that discusses real life issues. This book discusses real

issues that are happening right now around the world. This allows for critical thinking and

analyzing the world. This book also enables a reader to connect with the book because it is very

personal. I also think that students would appeal to this book because it is dealing with Amiras

strive towards educated. This may change the minds of many students that dread going to school.

Children all over the world do not get the opportunity to go to school, and many want to. This

may broaden their thinking and they may realize that they are lucky they are able to get an

education.

As you may already tell, I am passionate about this book because this book offers endless

amount of conversation. It rises so many questions and is so intriguing. I gained an immense

amount of knowledge while reading this book, such as the Sudanese culture and the obstacles

that they are overcoming. As Amira turned twelve years old, she was seen as an adult, which

meant she was treated as an adult. Amira also received a Toob, which is a traditional cloth that

covers the body. These are a couple of example from the text that offer a small glimpse into the

Sudanese culture. Amira was also not allowed to get an education because she was expected to

marry and have children. This is a great topic to introduce into a classroom. Many may think that

sexism doesnt exist, although it exists all throughout the world. Amira has to fight for her
 34

education and learn how to write behind her mother back. She is so determined and dreams of

becoming a teacher. This book could teach children about never giving up on their dreams and to

work hard. She wants to go to school and get an education, but she is not allowed to. It is so

frustrating listening to Amiras story because the reader experiences her struggles with her. The

story is so raw and real that I felt like I was with Amira. Her village is attacked and everyone has

to flee with village and they are left with nothing. Her father passes away and Amira and her

family are torn. This book promotes the understanding of culture, race, sexism, and values. The

book also enhances the learning of a different culture and allows for appreciation of that culture.

I would love to share this book with my classroom because it allows for so much reflection and

understanding of another culture. The book also portrays cultural accuracy and authenticity.

Andrea Davis was not from Africa or associated with the Sudanese culture, she did a

phenomenal job with this book. She did her research and created authentic book in my opinion.

The book also shows problem solving such as when Amira is arguing with her mother, learning

the alphabet, and also running away. In each one of these moments Amira experiences stopping

blocks where she has to overcome and problem solve. She became a leader in her own life and

decided she was going to leave and get an education on her own. The book is rich in cultural

detail and honors diversity. This book has an appealing format and meets the criteria perfectly.

This is now one of my favorite book and I think everyone should have a copy.

Conclusion:

This assignment allows us to use the information we have learned and incorporate it into

our classroom and our daily lives. First of all this assignment could be connected to multiracial,

or multicultural learning. It could be linked to what we have been learning about promoting

understanding and appreciation of different people, cultures, and sexualities across the world.
 35

This assignment could also be connected to class because the underlining goal of both is to gain

recognition of different cultures and types of people around the world. All of these link to what

we are doing in class and are important because many people are not open to new ideas and ways

of life outside their own. As stated in Childrens Literature Briefly Xenophobia, the mistrust or

fear of people who are strangers or foreigners is in part responsible for our worldwide inability to

live together in peace, affording one another equal opportunities (Tunnel, et., at. 2012, p. 201).

Lastly this assignment could connect to what we are learning in class about different books to

share with our students. This project has shown us multiple nonfiction trade books that we can

use in class to construct knowledge in a fun, engaging, and nontraditional way (Saul &

Dieckman, 2005). This project showed us many books about different cultures and lifestyles. All

of these books could potentially connect with some students and expand other students way of

thinking about different people and cultures.

There were a lot of information we learned from this assignment overall. A great amount

of what was learned came from inside the books themselves, such as about transgender teens,

and writing styles of the Japanese Culture. As well as what was learned inside the book there was

also a great deal learned when looking at all the books as a whole. People could look at all eight

of these different books; Brown Girl Dreaming, The red pencil, Little Melba and her Trombone,

This Day in June, Separate is never equal: Sylvia Mendez & her family's fight for desegregation,

El Deafo. Hana Hashimoto, sixth violin, and Beyond magenta: Transgender teens speak out, and

see they are all about different cultures, thoughts, and ways of life. Teachers, parents, and

students could all use these books to gain; understanding, acceptance, and recognition about

people different from themselves. These books also taught about different views that we as

teachers need to consider and keep in mind when working with our students. These books
 36

showed first-hand how not everyone is the same or going through the same challenges, so

teachers must be understanding and ready for anything a child might be going through.

There are a lot of things that still need to be learned when it comes to the books from the

Notable Books for a Global Society, and how to pick good books for our classrooms. All of these

books are very different, and there is a lot to learn from each of them. There is also a lot for us to

figure out when it comes to which books to bring into our classrooms and which ones are good

for the age range we are teaching. There are a lot of awards like the Notable Books for a Global

Society, and so we need to figure out how to decide which award books to have in our

classrooms and to what extent. The list of what we, as students, still have yet to learn is extensive

but over all these are the things we have yet to learn compared to this assignment.

If we could do the assignment over we would have changed a few things. First of all we

would have added more meeting times to work together on the paper. During this paper there

was only a few times that schedules aligned allowing us to meet, and it would have been nice if

we would have found more times we were free. Secondly we would have tried to ask more

questions about the writing rubric because there was some things that took a lot of discussion on

to figure out what was required and what all we needed to add in order to get full points on the

assignment.
 37

Bibliography

Bell, C., & Lasky, D. (2014). El Deafo. New York, NY: Amulet Books.

Kuklin, S. (2014). Beyond magenta: Transgender teens speak out. Candlewick Press.

Lin, Grace. (2009). Where the mountain meets the moon. New York: Little, Brown and Co.,

Pinkney, A. D., & Evans, S. (2014). The Red Pencil. Little, Brown Books for Young Readers.

Russell-Brown, K., & Morrison, F. (2014). Little Melba and her Trombone. Lee & Low Books.

Saul, E. W., & Donna Dieckman. (2005). Theory and Research into Practice: Choosing and

Using Information Trade Books. Reading Research Quarterly, 40 (4), 502513.

Retrieved from

http://searchit.libraries.wsu.edu/WSU:WSU_everything:TN_gale_ofa149950954

Tonatiuh, D. (2014). Separate is never equal: Sylvia Mendez & her family's fight for

desegregation. Dreamscape Media.

Tunnell, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2012). Childrens literature, briefly.

(5ed.). Boston, MA: Pearson Education Inc

Uegaki, C., & Leng, Q. (2014). Hana Hashimoto, sixth violin. Toronto, ON: Kids Can Press.

Woodson, J. (2014). Brown Girl Dreaming. Penguin Young Readers Group