Notable Books for a Global

Society

Eva Vincent, Anna Wilson, Sydney Collins, and Sydney Brager

TL 307: Survey of Children's Literature
April 12, 2020

Introduction

As preservice teachers it is our duty to educate ourselves with texts and

information that is both new and old. Not only is it important that we keep ourselves up
to date, but that we reflect and grow from the information we absorb. Contrasting both
new and old gives perspective about how society has evolvolved, and where there is
room for growth. As teachers, we are put in an excellent position to be able to expose
our students to a range of differing viewpoints in order to broaden their worldview
(Landt, 2006). It is only by this exposure that humans can create this sense of
understanding for other cultures. The Notable Books for a Global Society list began to
be developed in 1995, as a way to promote understanding for cultures and
circumstances that represents a wide range of humans. By enabling our students
access to books with vastly different backgrounds, we are able to create a future of
learners that celebrate differences rather than being fearful of them! In this paper we will
be analyzing eight different books and evaluating their representation of the Notable
Books for a Global Society criteria. We selected books that represent a wide range of
different backgrounds, and books that we believe embrace the value in diversity.

Purpose

This assignment is serving as a gateway to educate us preservice teachers on

the different forms of multicultural literature that is out there, what its effects are and
why it is important to read these types of texts. Through reading 8 different multicultural
texts that vary in format and grade-level, we are learning how broad of a category this is
and what each different book and its style has to offer its reader to make a lasting
impact. These books are teaching us about scenarios that our future students could
have gone through themselves and about the power of understanding people who are
different from one another. As we work together to read, discuss and complete this
assignment for each of the eight books we are learning how important each of these
stories are and what can be gained from each of them.

Steps to Complete this Assignment

This assignment began by forming a groupchat with all of those involved so that
we were able to have one form of streamline communication in order to be able to be in
link with each other's thoughts, questions, and comments. Sydney had picked out books
in advance that she thought would make for a project that shows lots of different
perspectives and highlighted inclusion. She sent this list that she thought would be good
to the group and got the “OK” from the rest of the group! While Sydney was selecting
books for this project, she was looking for books that were more recently published
(within the last two years), in order to experience newer multicultural books. For each
book she looked at where it was set and the background of the main characters. All in
all the books we selected come from a wide range of different backgrounds. Although
there is a time and a place to sit and read books from one culture or background, for
this project specifically I wanted to look at a range of differing backgrounds. I think this
gives strength in certain ways because it opens your eyes to new and different
perspectives you may be less familiar with. We each selected two books from the eight
that we would be individually responsible for creating an artistic response to and
involving within this assignment. We all spent time going over each other's work to
make sure it was high quality and accurate.
 The criteria for this project is two-fold. In part one, the book must at least meet
one of the standards including: portrayal of cultural accuracy and authenticity of
characters, rich in cultural details, honoring common bonds within humanity, in-depth
treatment of cultural issues, two or more cultures interact, and characters of a “minority”
group are presented for a purpose other than filling a “quota”. Moreover, in part two, the
chosen book must meet all standards including: invites reflection, critical analysis and
response, demonstrates unique language, meets generally-accepted criteria for its
genre, and has an appealing format. When completing this assignment, we described
how the chosen books fit these standards through examples provided by the text.

Books we Chose:

References

Acevedo, E. (2019). With the Fire on High. Richmond, Vic.: Hardie Grant Egmont.

Behar, R. (2017). Lucky Broken Girl. Turtleback Books: Penguin Random House LLC.

Bundy, T. (2018). Walking With Miss Millie. Turtleback Books.

Morales, Y. (2018). Dreamers. New York, New York: Neal Porter Books.

Peña, M. D., & Long, L. (2018). Love. Solon, OH: Findaway World, LLC.

Penfold, A., & Kaufman, S. (2019). All Are Welcome. London: Bloomsbury Children's
Books.

Warga, J. (2020). Other Words for Home. Waterville, ME: Thorndike Press, a part of
Gale, a Cengage Company.

Woodson, J., & López, R. (2019). The Day You Begin. Toronto: CNIB.

Anna Wilson’s Definition of Multicultural Literature:

Over the course of this class and this assignment in particular, my definition of
multicultural literature has changed dramatically. Previously, if someone were to ask me
what my definition was, I would likely respond with something vague, like “books with
diverse characters.” I have come to learn that there is much more depth to the idea of
multicultural literature than simply being “books with diverse characters.”

Multicultural books “can provide students with both a window to other cultures
and a mirror reflecting their own” (Glazier & Seo, 2005). It is incredibly important for
students to have books they can relate to, about their own culture. But it is equally as
important for these students to have the opportunity to expand their knowledge about
other cultures in positive lights. Through this project, I learned about the term
“xenophobia, the mistrust of fear of people who are strangers or foreigners,” (Young et
al, 2020). With xenophobia, it creates a divide in our world and the inability to live
peacefully because of our lack of knowledge on cultures with those we interact with.

The presence of multicultural books can eliminate the idea of xenophobia and
create a sense of unity. According to the textbook, Children’s Literature, Briefly,
“literature can be one of the most powerful tools for combatting the ignorance that
breeds xenophobia and judgemental behaviors,” (Young et al, 2020). As a preservice
teacher, I know the importance of filling my library with multicultural books. With this, it
is so important to choose books that portray cultures in positive lights. Too often are
cultures stereotyped or portrayed with a negative connotation. By choosing books that
show different cultures in a positive light, this will help students understand one another
better and learn to celebrate our diversity rather than fear people who are different from
them.

Eva Vincent’s Definition of Multicultural Literature:

Prior to this class, I had not really put much thought into what multicultural
literature was or even read many books from the genre. Before completing this project
or even reading Chapter 6 of Children's Literature Briefly I had a very non-specific
definition of multicultural literature, if any at all. Before when I would hear the genre
mentioned, which was very little, I would just assume it was a book that included diverse
characters and that was the only criteria. Now looking back at that, I can say that is a
foolish definition to have after learning so much about multicultural literature and what it
all entails, but at the time, it seemed like an average and completely reasonable
definition to have among society.

Today, I would describe Multicultural Literature as a piece of literature that

celebrates or focuses on a particular culture or cultures in a positive light. It is important
that a culture is depicted in a positive light because it then can combat misconceived
notions about a culture and instead educate the reader on that culture with an accurate,
constructive portrayal. In the past, hot topics that included culture were not commonly
portrayed in books (Glazier et al. 2005). Because multicultural books weren’t as
common in the past, it is even more important to use them today so that they can
become even more popular so that more readers will have access to them.

Multicultural literature has the power to combat stereotypes and show the world
why they are wrong and instead replace those negative thoughts with positive and
uplifting views of a culture. This genre generates conversations about culture so it can
be better understood by society (Glazier et al. 2005). Multicultural books have the
power to bring people together by celebrating the lifestyles of others and showing the
world that there are more things in common than we think by depicting diverse
characters and their basic desires as a human.

Sydney Brager’s Definition of Multicultural Literature:

Before this course, and before my time in the education program here at
Washington State University, I would have thought of Multicultural literature as books
and stories that represent the diversity within our world. While this is true, I have come
to realize that it is also so much more than that. Multicultural literature gives voice to
those who are willing to listen. It speaks truth and can give validation to those who may
feel silenced. Multicultural literature strives to take precedence over the xenophobia in
our world. This mistrust of those who are different fuels the inability for cultures to
support one another (Young et al. 2020).

I often think about the power of voice. Relating this to multicultural literature, the
ability to be heard can be groundbreaking. Reverse of that, is the capacity of silence,
and the threat it brings. As preservice teachers, we are about to become a grand force
within our students' lives. In the past, it has been proper to silence any “hot” topics, may
that be politics, religion, culture, class, race, or anything in between. (Glazier et al.
2005). It is my opinion that in doing that we are only reinforcing these stigmas around
diversity rather than embrace the variety of different cultures that make our world vibrant
and full of life. To be reflective of my own experiences and privilege better allows
understanding and growth of others and their culture. It is by being able to explore and
learn about diversity that you are able to see the beauty within it.

This is the beauty of multicultural literature. It brings light and gives perspective
to a culture we otherwise may unintentionally have left in the dark. Multicultural literature
makes room for conversation and is a catalyst to a safe space for conversation and
understanding (Glazier et al. 2005).

Sydney Collins’s Definition of Multicultural Literature:

Prior to this project, I had a naïve definition for multicultural literature. My initial
definition for this term was, “literature that expresses diversity.” Before this assignment,
I had little experience with multicultural literature, or diverse literature in general.
Growing up, I barely read outside of school required books, which only portrayed white
characters. I rarely received exposure to different cultures, and unfortunately, I never
thought twice about my teacher’s literary decisions. Going to WSU, I was once again
barely exposed to different ethnicities and cultures, considering that Eastern
Washington is primarily Caucasian. This class has not only helped me redefine my
definition of multicultural literature, it has also helped me understand and appreciate
other cultures.

My initial definition was far too broad and yet so narrow. Yes, multicultural
literature “expresses diversity”, but there is also so much more. My new definition is
composed of three elements. First, multicultural literature ties a bond between different
cultural groups. Both books that I analyzed for this project incorporated multiple different
races, ethnicities and religions. They both portrayed these different cultures sharing
similar characteristics or lending a hand to those in need, regardless of cultural
background. Secondly, multicultural literature portrays different cultures in a positive
light. Too often, minority groups are portrayed as the “bad guys.” This is not only seen in
literature, but film as well. This genre of literature portrays diversity as a gift, not a
bother. And lastly, multicultural literature allows readers to foster an appreciation for
diversity. Books in this genre obtain characters that go through similar hardships as real
minority groups, allowing readers to put themselves in their shoes. They also display
diverse characters as having the same qualities as non-diverse characters. This allows
readers, such as myself, to feel a connection and appreciation for culturally diverse
individuals.

According to the textbook, Children’s Literature, Briefly, Xenophobia is a “fear of

people who are strangers or foreigners” (Young et al, 2020). The authors state that
“parents and society may purposefully or inadvertently program children to mistrust, fear
or even hate certain groups of people who are unlike them.” (Young et al, 2020). As a
future educator, it is important to eliminate xenophobia from my students through
multicultural literature. Unlike textbooks, books and novels are engaging, fascinating
and knowledgeable. Additionally, multicultural books often discuss taboo subjects that
are not talked about in classrooms (Glazier & Seo, 2005). Multicultural books have the
power of “challenging the ‘silence’ that exists in schools” (Glazier & Seo, 2005). This
allows teachers and students to be exposed to new cultures while learning more about
their own.
 Love written by Matt de la Peña, illustrated by Loren Long

Peña, M. D., & Long, L. (2018). Love. Solon, OH: Findaway World, LLC.

Strengths and Critique-

Love by Matt de la Peña, illustrated by Loren Long portrays the universal love
that bonds everyone together. One of the biggest strengths of this book was the
portrayal of diverse characters. The illustrator, Long, depicted characters from different
cultural backgrounds such as Hispanic, white, black and Muslim. Because there is an
increase of diversity in America, it is important that all children are seeing themselves
reflected in literature (Young et al, 2020). Another strength of this book is that it bonds
these different cultures together. The author and illustrator wanted to express that love
is “a feeling that takes countless forms and ultimately connects us all” (De la Peña &
Long, 2018). This strong message of uniting humanity focuses on the beauty of
connections instead of the negativity our world faces. Furthermore, another strength of
this book was the point of view. The author successfully uses a second person point of
view, which makes the reader feel a connection to the story. The reader is able to place
themselves in the shoes of the characters and reflect on their childhood as it relates to
the plot.
Although this book had many strengths, there were also some weaknesses.
First, the story lacks rich cultural details. At no point in the story does it elaborate past
the feeling of love. The illustrator depicts diverse characters, however there is no
substance or details of diversity beyond that. Additionally, at times it is hard to depict
what race the character is. This could be a strength, but I believe it would be more
beneficial if there were a distinct depiction of diverse characters so young children could
clearly see a character they relate to. Moreover, the writing in this book is beautiful and
engaging, however I could see where children might not understand its meaning due to
the amount of metaphors. This would be a great book for adults to read to their children,
but young children would struggle reading it.

Part I:

Portray cultural accuracy and authenticity of characters in terms of (a) physical

characteristic, (b) intellectual abilities and problem-solving abilities, (c)
leadership and cooperative dimensions, and (d) social and economic status -

Matt de la Peña’s book, Love, portrays accuracy and authenticity of characters

in physical characteristics through the illustrations. This book depicts multiple different
types of races and cultures, such as Hispanic, white, black and Muslim. Each character
displays different forms of love, some happy and some sad. At one point, a mother must
reassure her son that “it’s okay, it’s love” after feeling lost (De la Peña & Long, 2018).
Later, the narrator realizes that they “recognized a love overlooked” as their sibling
offers them breakfast (De la Peña & Long, 2018). Love is shown to us in many different
forms and we must be willing to accept and give love to those who need it most. The
illustrator did a great job at displaying different social and economic statuses for the
characters. Towards the beginning of the novel, a father is pictured dancing with their
daughter outside of their run-down trailer-house. Towards the end of the book, a group
of people are pictured playing a game of horseshoe in a suburban neighborhood, and a
sister and brother in their apartment in the city. Long was successful in depicting
different social statuses that many people can relate to.

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

Love by Matt de la Peña meets the criteria for honoring and celebrating diversity
and bonds in humanity through its wide range of diverse characters. Each page displays
a different family and celebrates the love that connects us all. For example, the first
page is an African American family whose “voices” are that of “love (De La Peña &
Long, 2018). Flip over a couple pages and there is an illustration of a young boy hiding
under a piano. At first glance, this seems to be an innocent game of hide-and-seek. But
with a closer look at the flipped furniture and empty glass of ice, it is evident that this
scene is not as innocent as it seems. This portrayal comes to prove even through the
rough times there is also love (De la Peña & Long, 2018). De la Peña also expresses
that there is love in the simple things, such as a piece of toast, nature and time spent
with family.
In the text, Children’s Literature, Briefly, the authors express that there is a
“growing awareness and concern to include all cultures and nationalities as equal
members of the world’s family” (Young et al, 2020). They believe that “well-written
multicultural children’s books”, such as Love, can support younger generations in
seeing people of different cultures as “equal and valuable citizens.” (Young et al, 2020).
De la Peña’s book, Love, demonstrates this perfectly as members of diverse families,
such as Hispanic, African American, White and Muslim, are seen celebrating and
engaging in acts of love (De la Peña & Long, 2018). Love also illustrates these diverse
families growing through times of hardships, such as a building fire, and times of
happiness, like an uncle’s “made up stories” during a game of horseshoe (De la Peña &
Long, 2018). This book proves that regardless of race, we all share common human
experiences.

Include members of a “minority” group for a purpose other than filling a “quota” -

Love includes a wide array of diverse characters. Each character is portrayed

engaging in an act of love. This is different from other forms of text because none of the
characters are portrayed in a stereotypical manner. Through the hard times and the
good times, there is still love, regardless of race.

Part II:

Invite reflection, critical analysis, and response-

With De la Peña’s book being narrated from a child’s perspective, it gives room
for self-reflection. The characters throughout the books experience love in a multitude of
ways, such as their parents' voices, the smell of outdoors, laughter from other children
and the stars in the sky. It serves as a reminder that the small things in life that bring
people together are that of love. Coming from a child’s perspective, readers are able to
reflect on their experience of love as a child and realize that it is seen in different forms.
They will also note that regardless of race or religion, anyone can experience love.

Demonstrate unique language or style -

One way the author and illustrator reflect the universal bond of love is through its
lyrical text. The book is written from the perspective of a child, but the language and
style of writing encompasses many metaphors as if it were a poem. For example, on a
page portraying a young girl and her father dancing outside, the author writes, “Love,
too, is the smell of crashing waves, and a train whistling blindly in the distance” (De la
Peña & Long, 2018). Depicting love as an object is used widely throughout this text,
however it offers a uniqueness that is both engaging and beautiful. Moreover, the author
is successful at using a second person point of view. This allows the reader to feel a
part of the story and find a relation between the text and their own experiences.

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

Love is a fictional story about the love that connects all of us. According to
Children’s Literature, Briefly, fictional books are “largely from the author's imagination”
and “an incident, idea, or question from the real world may give rise to a work of fiction”
(Young et al, 2020). De la Peña wrote this book in response to the racism we are still
experiencing today. He promotes that we are universally connected through love,
regardless of race, and demonstrates this through his fictional book.

Have an appealing format and be of enduring quality -

The final product of Love is powerful and engaging in a simple way. The detailed
and vibrant illustrations generate a happy persona to the overall story. At times, the
illustrator will use dark paint to capture the heartbreaking moments of love, such as
when the character is “searching for a love that seems lost” (De la Peña & Long, 2018).
This serves to remind readers that love is not perfect, but at the end of the day love will
always be with us.
Overall, this is a great text to share with students. It’s captivating images and
beautiful text will engage readers while teaching a moral lesson. The overall message of
this book is that love is a universal bond that connects all of us. Students of different
backgrounds will see themselves reflected in this text, unlike most children’s books.
Furthermore, towards the end of the book, an image of a young girl fills up two pages
with the caption, “And the face staring back in the bathroom mirror – this, too, is love.”
(De la Peña & Long, 2018). This quote stands out because it encourages self-love,
which is essential for students to have.
 Lucky Broken Girl by Ruth Behar

Behar, R. (2017). Lucky Broken Girl. Turtleback Books: Penguin Random House LLC.

Strengths and critique -

Lucky Broken Girl by Ruth Behar is a story about a Cuban American family and
is narrated from the perspective of young Ruthie. Ruthie is an 11-year-old girl who’s
biggest wish is to be in the “smart class.” When her family first moved to America,
Ruthie knew little English and was automatically placed into the “dumb class”, despite
her intellectual capabilities in Cuba (Behar, 2017). One night on their way home from a
family party, Ruthie’s family gets into a car crash, breaking Ruthie’s leg. She is placed in
a cast for nearly a year, all the while being bedridden and unable to attend school. The
strengths of this book are the cultural details. Because Ruthie is Cuban, the author goes
into detail about Ruthie’s family dynamic as Cuban Americans. The author also does a
great job at bonding different cultures together. Ruthie lives in an apartment complex
with many other immigrants, so she is introduced to new cultures such as French,
Mexican, Indian and American. All these diverse characters learn from each other and
grow closer as a community.
 One critique I have of this book is that the author barely describes the physical
features of the characters. Doing so would have helped readers get an understanding of
just how “beautiful” her mother was, while educating readers on Cuban demographics
(Behar, 2017). Overall, the author did a great job at portraying the beauty of human
bonding, but lacks a few details that would have taken this book to the next level.

Part I

Portray cultural accuracy and authenticity of characters in terms of (a) physical

characteristics, (b) intellectual abilities and problem solving capabilities, (c)
leadership and cooperative dimensions, and (d) social and economic status -

Lucky Brown Girl by Ruth Behar represents diverse characters in terms of

physical characteristics through her descriptions of Cuban individuals. Because this
chapter book contains no illustrations, the author must be thorough in their figurative
language. On the first page, readers learn that the main character, Ruthie, is a Cuban
immigrant living in New York. Instead of wearing “shoes and socks” like her classmates,
she wore “flip-flops” to class, creating a cultural divide from the beginning (Behar, 2017).
Her parents only speak Spanish in their house and her mother only understands “a little
English” (Behar, 2017). Ruthie has very beautiful long curly hair and when her mother
threatens to cut it off, Ruthie cries, “Mami, please don’t take away my hair! Please! It’s
all I have left of my old life” (Behar, 2017). Ruthie’s hair symbolizes her roots to Cuba
and does not want that taken from her. Furthermore, in terms of intellectual abilities and
problem solving capabilities, this book did a good job at depicting struggles immigrants
may face. For example, at the beginning of the book, Ruthie claims that in Cuba she
was smart. However, once she moved to New York, she “became dumb” since she
“couldn’t speak English” (Behar, 2017). Ruthie had to convince her teacher that she was
not dumb by spelling out the word “commiserate” and was then promoted to the “smart
class” (Behar, 2017). Although this book’s setting is in 1966, this problem still occurs
today. Children that do not speak English, or speak little English, are put into “dumb
classes” even if they are just as smart, or even smarter, than their classmates.
Moreover, Behar represents leadership and cooperative dimensions along with
social and economic status among the characters through her depiction of Ruthie’s
family. In her family’s dynamic, the father is the money maker while her mother stays
home and cooks. Because they are new to America, they do not have that much money
to spend. However, Ruthie’s father gets a little ambitious and buys Ruthie new boots,
her son a toy car and a brand new car for the family. Ruthie’s mom says, “Alberto, I
don’t want to say this, but Ruti didn’t need a pair of boots right now... And Izzie has
plenty of toys.” (Behar, 2017). Ruthie’s father responds by saying, “I am the man in this
house! I earn the money and i can spend as I please”, making her mother cower away
and apologize (Behar, 2017). This happens multiple times throughout the book, where
Ruthie’s mother feels “cooped up” inside their house and cannot escape.

Be rich in cultural details -

Lucky Broken Girl is filled with cultural details as it sheds a light on Cuban
Americans. Ruthie’s family bakes Cuban food, speaks Spanish and interacts in Cuban
customs. For instance, Mami makes dishes such as sofritos, tamales, flan and arroz
con pollo as dishes for her family (Behar, 2017). Throughout the book, members of
Ruthie’s family speak Spanish and oftentimes Ruthie will translate for them. At one point
in the book, Ruthie is asked to translate a Cuban poem to her teacher. Ruthie did an
amazing job at capturing the elements of the poem in english and her teacher calls her
“an amazing translator!”(Behar, 2017). Throughout the book, Ruthie’s mother has a
hard time letting go of Cuba and then at one point claims that she wants to “forget” her
past completely (Behar, 2017). This captures the heartache and work it takes to move
to a new country. Additionally, Ruthie has a very big extended family. Her father has
many family members that live in and around New York, making it easy to host family
gatherings. If there is one thing I learned from this book, it is that family is a huge part of
Cuban culture. Ruthie’s family was there throughout her entire recovery and helped her
mother take care of her while she was bedridden.

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

Lucky Broken Girl does a great job at incorporating other cultures. One of
Ruthie’s first friends in her school is Ramu, an Indian immigrant. Ramu lives down the
hall from Ruthie and teaches her all about Indian heritage. For instance, he introduces
her to curry, Shiva and their “belief in reincarnation” (Behar, 2017). After Ramu leaves
for India, Ruthie meets Danielle, a Belgian girl who lives with her mother. Danielle is
trilingual, but primarily speaks French and English. She introduces Ruthie to Beligan
foods such as puffs and “watermelon with feta sprinkles” (Behar, 2017). Both Ruthie
and Danielle are Jewish which connects them on a spiritual level. Moreover, Ruthie’s
tutor, Joy, is a white “hippie” (Behar, 2017). Joy helps educate Ruthie in English
literature and mathematics while serving as one of her closest friends. Joy encourages
Ruthie to never lose hope in being a normal girl again, while introducing her to
journalism. Lastly, Ruthie’s neighbor, Chico is a Mexican immigrant. Chico is an artist
and loves a good party. He visits Ruthie quite often and helps her discover a passion for
painting. He introduces her to Christianity and Frida, a beautiful Mexican artist. At one
point, Ruthie prays to Shiva, Frida and God because of her faith and introduction to
these amazing deities and people (Behar, 2017). Behar beautifully bonds all these
diverse people together. She reminds us all that despite our differences, we all share
the same human characteristics.

Include members of a “minority” group for a purpose other than filling a “quota” -

Too often, immigrants are viewed as criminals or the “bad guys” in both literature
and film. This book breaks those stereotypes by portraying Cuban characters as a
regular family facing similar issues that most American families face. Ruthie and her
family struggle with money and staying educated, however they continue to care for one
another and conquer problems together.

Part II

Invite reflection, critical analysis, and response -

Behar’s book is written from the perspective of 11-year-old Ruthie and creates
connections between diverse groups, which invites room for self-reflection. It is
important that children’s books are diverse so that “children see a reflection of
themselves” and can have that “self-affirmation” (Young et al, 2020). Because this book
introduces many different diverse groups, it allows readers to see people “in their city as
equal and valuable citizens” (Young et al, 2020). This is important because of the racial
discrimination diverse peoples still face today. Lucky Broken Girl sheds a light on the
beauty of diversity within a community and how everyone, regardless of cultural
background, faces similar hardships.

Demonstrate unique language or style -

Lucky Broken Girl demonstrates a unique style because of the incorporation of
different languages. Ruthie’s family is Cuban, and therefore speaks Spanish.
Throughout the book, Ruthie’s family will communicate in Spanish, such as when her
parents yell “habla en español” or when Ruthie’s mother calls her “niña” (Behar, 2017).
Additionally, one of Ruthie’s closest friends, Danielle, will often speak French to Ruthie
as well. For instance, Danielle frequently says “merci” instead of thank you, or “trѐs
jolie” instead of very pretty (Behar, 2017). With the inclusion of different languages,
diverse readers are “more motivated to read books” because they have a pre-existing
connection to the text (Young et al, 2020). Moreover, because the narrator is a young
immigrant girl with a disability, audiences with similar experiences can relate to the book
and find hope.
Meet generally accepted criteria of quality for the genre in which they are written -

This book was written as a fictional novel. According to Children’s Literature,

Briefly, fiction books are “augmented by detailed research” and are inspired by “an
incident, idea, or question from the real world” (Young et al, 2020). The author, Ruth
Behar, grew up in New York city and has lived in Spain and Mexico, similar to Ruthie
(Behar, 2017). As a result, she was able to relate to hardships immigrants face when
moving to a new country, inspiring this book. I would classify this book as contemporary
realistic fiction because it is a modern book that “takes place in today’s worl” (Young et
al, 2020). Although this book was placed in the 1960’s, it is still relevant to today’s world
in terms of immigration.

Have an appealing format and be of enduring quality -

The format of this book was a chapter book. Although there were no illustrations,
the cover is quite captivating with its vibrant colors and abstract illustration of New York
city. The book was split into five different sections, with each section depicting a new
obstacle Ruthie faced. In the first section, readers learn about Ruthie’s adjustment to
New York life and the friends she is making. The next section describes her bedridden
state after the accident. The third section is about her hatred towards those that caused
the accident and her depressive state. The fourth section is about her struggles with
recovery. The last section is about her complete recovery and the hatred that’s been
lifted off her shoulders (Behar, 2017). Moreover, the paragraphs contain only 5-10
pages, making it easy for the reader to stay engaged in the book.
 The Day You Begin by Jacqueline Woodson Illustrate by Rafael Lopez

Woodson, J., & López, R. (2019). The Day You Begin. Toronto: CNIB.

Artistic Response - Word Test

Love - this book goes to show the endless love and support the girl had, even when she
didn’t always feel it.
Acceptance - this book dives in to feelings of not being accepted until you finally are at
peace with the person you are
Courage - it takes courage to stand up and be yourself.. That is what I think makes this
book so special.
Family - the little girl must gain knowledge from her family in realizing that they are
always there to support her
Comfort - there were times at school when this little girl wasn’t comfortable because
she felt different. It wasn’t until she embraced herself that she realized she was perfect
just the way she is.
Confidence - Confidence is an essential word to this story because the little girl gained
confidence from her mother when she began to feel comfortable in her own skin.. She
had confidence to express her true self.
Adversity - At first the little girl struggled being faced with a challenge she didn;t see
coming. Feeling different because of the curls in her hair, but she learned to overcome
these challenges she faced
Diversity - the importance of being able to understand that there are all sorts of
different people with different experiences that you encounter on a daily basis
Bravery - in terms of the story I see bravery when the little girl gains comfort in
expressing herself, it takes bravery sometimes to be who you are.
Unique - in the case of this story, the little girl’s culture had things that were different
from those who surrounded her (or so she thought). This book emphasizes the beauty
in being different.
Individual - this word is important to the story because it highlights the differences in
the individuals ag school and in the greater world.
Radiant - Once the people in this story learned to embrace their differences, a radiance
was brought about them that highlighted their uniqueness.
Culture - Our world is full of different cultures with different people and food and
gestures. Learning to accept and appreciate these differences is a beautiful thing.
Bloom - this girl grew into and bloomed from herself at the beginning of the story. She
gained comfort in being herself.
Voice - Being able to stand up for yourself and have a voice that wasn’t overpowered
by negativity allowed the girl to embrace her culture.

Strength/Critique

I thoroughly enjoyed reading this Children’s book. The way Woodson embraces the
differences between children in my opinion serves the exact purpose of multicultural
literature. This book highlights areas exactly to where insecurity may arise without the
understanding of the beauty of being yourself. Whether it be the color of your skin or
hair, the food you fuel yourself with or the ways in which your family spends their free
time; this story is accepting of all. I liked this story especially for younger students
because it even mentions specific attributes and features that make us all different from
one another, while still making it understandable for younger students. It was
heartwarming and I think would make for a great introductory book on the first day of
class. The only critique I can think of when reading this book, is that maybe from a
certain point of view this story doesn’t portray some of the harsher realities in that this
book is very optimistic. However this is not a bad thing, and I think that this book does a
great job in painting a dream reality.

Part I

• Portray cultural accuracy and authenticity of characters in terms of (a) physical

characteristics, (b) intellectual abilities and problem solving capabilities, (c)
leadership and cooperative dimensions, and (d) social and economic status;

Woodson accurately depicts different features of humans such as the way they look
or the language they speak. She also embraces differing socioeconomic status’ and
recognizes that there is beauty in all circumstances, even if they can seem to be
disheartening. She portrays this explicitly when Angelina feels less than for not
traveling over summer as lots of her other classmates are mentioning. Everything in
this story that is mentioned is very relevant and real. The illustrations enhance the
words and make them much more powerful as they show the visible forms of
diversity.

• Be rich in cultural details;

This story is rich in cultural details yet doesn’t go too in depth to confuse the intended
reader. Rather than being broad about differences, Woodson mentions “the curl of
 your hair” and “a beautiful language of the country you left behind” (Woodson 2020).
In doing this, she not only mentions, but uplifts them in a powerful way.

• Honor and celebrate diversity as well as common bonds in humanity;

As Woodson develops the story, at the end she uplifts the magnificence in being
unique. As for Angelina’s family, when she mentions not traveling anywhere but only
reading books and watching after her younger sister. The Day You Begin in reference
to the day you begin to share your truths and are open to expressing who you really
are. This is a common bond and pattern throughout humanity because it is universal
to have experienced a time that has made us feel out of place or different than those
around us.

• Include characters within a cultural group or between two or more cultural groups
who interact substantively and authentically;

This story sheds real light to life like situations. For example at one point in the story,
Angelina's friend “Nadja will wrinkle her nose and say what’s in there anyway?”
(Woodson, 2020). This is in reference to Angelina's Kimchi on her lunch and Nadja’s
reaction to something that was unfamiliar to her. It is an example of one of the
reasons that led Angelina to feel like she was so alone, even though the majority of
the meal was rice, “the most popular food in the world”(Woodson, 2020). Once
Anelina opens up she connects with her classmate, Rigoberto who moved here from
Venezuela. He shares about his sister, who’s name is also Angelina. At the beginning
of the story Angelina felt so alone and as though she had no place, but once she
shared she realized that she was holding herself back from making these
connections. In some ways this story is a narrative that enhances the similarities and
differences of individuals.

Part II

• Invite reflection, critical analysis, and response;

The Day You Begin invites reflection, critical analysis, and response by allowing readers
to ponder the idea that as humans we have more things that can bring us together than
pull us apart. No matter your socioeconomic status or physical features, there will be
times when you feel like you don’t fit in. It is easy to reflect on times when you feel as
though you didn’t fit into a certain place or situation and think critically about why you
felt that way. Sometimes there may have been truth but other times it may have been
possible that it was our own fears of not being exactly like everyone else that holding
ourselves back.

• Demonstrate unique language or style;

This book is unique in that it is written from a third perspective in a letter format. But yet
also gives the main character Angelina voice to tell her own story. There is a pattern in
the structure that repeats, “there will be times when..” (Woodson 2020). This gives light
to the realities of growing up and how you may feel in certain situations. The author's
language used to narrate the story is elegant and thoughtful. It is impactful and the
words she selected are reflection of the value in individuality.

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

This book is a fiction children's picture book. None of the events in the story may be
exactly true, they are very relevant in the feelings of being out of place. The story
teaches a lesson of the importance in being who you truly are.

• Have an appealing format and be of enduring quality.

The vibrant illustrations within the book themes and feelings that are universal
make this book to be of enduring quality. It is a letter-narrative like format depicted in
the form of a children's fictional picture book! This book will make readers of any age fall
in love with it's heartwarming appeal and global story of acceptance.
 With the Fire on High by Elizabeth Acevedo

Acevedo, E. (2019). With the fire on high. Richmond, Vic.: Hardie Grant Egmont.

Alphabet -

A is for ABSENCE, and the absent role Emoni’s father played in her life.
B is for ‘BUELA and the respect Emoni had for her raising 3 different generations of her
family.
C is for COOKING and the love she has for it.
D is for DISNEY ON ICE, a fun event that Malachi took Emoni, Emma, Laura, and Gelly
to!
E is for all the EFFORT that Malachi put in to get Emoni to give him a chance.
F is for all the FUNDRAISING events that Emoni orchestrated in order to raise money
for her trip to Spain.
G is for GELLY, Emoni’s best friend.
H is for the HELP Chef Ayden gave to Emoni to assist her in becoming a better chef.
I is for ICE CREAM, Malichi and Emoni’s first date.
J is for the JOB that Emoni had at the Burger Joint.
K is for KITCHEN, the place where Emoni could feel stress free
L is for Leslie, who turned out to have problems of her own, that she was taking out on
Emoni.
M is for MALACHI, Emoni’s eventual boyfriend who she tried to push back her feelings
for time after time.
N is for NEVER GIVING UP after getting pregnant as a freshman in highschool and still
living her dreams through.
O is for the OPTIMISM, that Emoni had to find within herself to believe that she was
going to attend after high school.
P is for the PREGNANCY that turned Emoni’s life around.
Q is for the QUAINT village they visited in SPAIN.
R is for the RECIPES that her and her aunt would send back and forth to each other.
S is for the trip her Culinary Arts class took to SPAIN during spring break.
T is for TYRONE, Emma’s father.
U is for how UNDERSTANDING ‘Buela was of everything Emoni went through.
V is for the VICIOUS behavior that Leslie showed towards Emoni.
W is for WISHFUL thinking, Emoni had to have while she was raising money for her trip.
X is for XENIAL, Mariana was a very XENIAL host for Leslie and Emoni while they were
in Spain.
Y is for the YOUNG daughter that Emoni had while she was in high school.
Z is for the ZEST that Emoni would add to all the food she cooked!

Strengths/Critique
With the Fire on High was an amazing read. Acevedo’s writing sucked me into Emoni’s
spitfire and willful personality. She paints Emoni to be a strong woman who doesn’t
allow anyone or anything to hold her back. This story is empowering as it shows that
you can do anything you set your mind to. The language within the story was chosen
very thoughtfully. It has a clear story line that makes you feel as though you are
experiencing the events first hand. A specific strength I can think of in this book is
showing realism in being a teenage mother, not that it is easy, but that it is doable. The
only thing I can think of that I think could have enhanced the book better would be
giving specific cultural details to gain better understanding of her afro-latinx identity.

Part I

• Portray cultural accuracy and authenticity of characters in terms of (a) physical

characteristics, (b) intellectual abilities and problem solving capabilities, (c) leadership
and cooperative dimensions, and (d) social and economic status;

This story works hard to establish grounds that humans are far more complex beings
than the color of their skin or their ethnicity. Early in the book, Emoni recognizes when
she talks about how she came to name her daughter Emma, “I wanted to give Babygirl
a nice name. The kind of name that doesn't tell you too much before you meet her, the
way mine does. Because nobody ever met a white girl named Emoni, and as soon as
they see my name on a resume or college application they think they know exactly what
kind of girl they are getting” (Acevedo 2019). This highlights the prejudice our world has
towards any name that may not have English origins. Emoni also takes on a leadership
role in her culinary arts class. She takes on the duty of heading their school fundraiser
to raise money for their trip to Spain. Relating this to social and economic status within
the book, Emoni doesn't come from a wealthy background. Her mother passed away
when she was born and her father is pretty much out of the picture besides when he
comes for a month during the summer. Her ‘Buela no longer works and receives
monthly disability checks, however those barely cut the cover the costs for Emma,
Emoni, and herself. Emoni got a job at the local Burger Joint in order to help make ends
meet. It is common throughout the book to have money as a major stressor in Emoni’s
life which is very relevant to the real world.

• Include characters within a cultural group or between two or more cultural groups who
interact substantively and authentically;

Emani’s mother was black and her father was Puerto Rican, within this story we see
tidbits of some of the frustrations she had when people assume things about her,“my
father is Puerto Rican and he's darker than my mom was, and her whole family is
straight-from-the-Carolinas Black. And her hair was just as curly as mine. Not all Black
women, or Latinas, look the same (Acevedo 2019). The fire within Emoni made it easier
to understand her perspective and gave greater perspective that I am sure people of
mixed races have encountered with their preconceived ideas.

• Include members of a “minority” group for a purpose other than filling a “quota.”

With the Fire on High tells the story Emoni, a senior in high school who was pregnant
her freshman year. She navigates her afro-latinx identity through the waves of
highschool. She often reflects on her father's experience in Puerto Rico and messages
her aunt for new recipe ideas as she is an amazing cook with dreams of opening and
managing her own restaurant some day.

Part II

• Invite reflection, critical analysis, and response;

With the Fire on High challenges the reader to reconsider their stigmas around teen
pregnancy in correspondence to achievement. Emoni never let any negative comment
hold her back from going after what she needed to be successful in her life. She stayed
in school, and pursued a further education while raising her daughter. It also gives
readers a glimpse of a life growing up in a single guardian household with your
grandma, and Emoni’s experience. This story also demonstrates the power of food and
how it brings people together.

• Demonstrate unique language or style;

This book does occasionally fuse in spanish during Emoni’s school trip to Spain and
because her ‘Buela is from Puerto Rico. Emoni doesn’t keep up with it very much and
usually only speaks spanish to her ‘Buela. This book is written with a style from the
perspective of Emoni, she is a very straight shooter, there is not much room for fluff, but
we do get to often hear through her thought processes when making decisions or a
major event occurs.

• Meet generally-accepted criteria of quality for the genre in which they are written; and
This book is contemporary fiction. It is relatable and all events within the story could
have actually taken place at some time or another. This book portrays “new realism”
where something that is stereotypically taboo, is brought to light (Young et al. 2020). In
the case of this book that is teen pregnancy. Acevedo shows the struggles of teen
pregnancy but also highlights the idea that having a child while young although makes
things more difficult isn’t impossible. You can also see reflective in Emoni’s actions the
growth she made in caring less about what people said about her through this.

• Have an appealing format and be of enduring quality.

This story had very short chapters but was 400 pages long. I think the benefit of this for
this intended purpose was to be able to change directions of topic in a way that flowed
easily. The book also had various emails between Emoni and her aunt mentioning
different recipes that they had tried.. The book was split up into 3 parts The Sour, THe
Savory and the Bittersweet, after each section there was also a recipe of Emoni’s. This
enhanced the text by making it more personable as the way Acevedo described
Emoni’s food, it made you crave it in the way she used descriptive details and engaged
all of your senses
 Other Words For Home by Jasmine Warga

Warga, J. (2020). Other Words for Home. Waterville, ME: Thorndike Press, a part of
Gale, a Cengage Company.

Artistic Response- Create a Characters Room

If Jude could design any room that she wants, she would have a bedroom that
connected to a media room. Jude has a love for American movies ever since she was
back home in Syria as they gave her an escape from reality and a bond with her best
friend Fatima and her brother Issa. Jude would have an entire book case where she
could display the movies she has collected and she would have each shelf labeled by
actor/actress because that is how she often kept track of movies while she was in Syria
and would determine what movie she wanted to see next. On the other side of this
room, Jude would have shelves mounted on the wall where she could display her
hijabs, as she is so proud to wear one because it represents her growth. By displaying
these she would constantly be reminded of her inner beauty and how much she has
grown/changed during her journey to the United States. Everything else within the room
however, would be very simple as Jude is not extravagant or greedy in the slightest.
Her bedroom would be a modest size with a bed and a dresser. Her closet would have
sliding mirror doors as she would love how a door could also double as a mirror, making
it just that much more functional which Jude would be excited about and refer to as
“very American” in a proud way. Jude would also have painted the Syrian flag and she
will have mounted it on her wall, as a reminder of her home and where she came from.
The color scheme for the room would not be very strict because if Jude likes something,
she likes it. Jude focuses more on meaning and representation than on how things will
match, she values items that have meaning to her and remind her of something good.
Her style would be very collectict because Jude is someone who is open to all ideas
and viewpoints and would not want to box her room into just one mold.
Strengths and Critique-

Other Words for Home by Jasmine Warga is a story about a young girl, Jude and
her mother who have come to the United States while tensions in Syria are rising for her
mom to give birth to her little sister and start a new life for their family. This story was
full of culture and depicted how difficult it can be for Arab Americans to be accepted by
others within the United States. One of the book's biggest strengths was how it
included diverse characters and featured a diverse main character. This book also did
a great job at explaining and showing Jude, her family and her friend Layla and her
families different Syrian culture and how they were alike and similar. This book focused
on hard issues but it did it in a way that allowed the reader to process what was going
on. Warga did an amazing job at presenting each part of the story and really made the
reader feel what was taking place instead of just observing.
My only critique for this book would be how the author, Jasmine Warga wrote a
story on a topic that she herself did not have any first hand experience in. Warga’s
father is originally from Jordan in the Middle East, but she has no ties to Syria itself or
any experience in being a young immigrant in today's society. Because of this, some
might critique the book as some people believe the author must be part of the culture in
order to write about the culture (Young et al. 2020). Regardless, Warga is middle
eastern and created a beautiful story that shows readers the struggles of those in a war
torn country, and the people of Syria as a whole. This was a great read and I really
value that I had the opportunity to experience this book.

Part I-

Be Rich in Cultural Details-

All throughout Other Names for Home there was an abundance of cultural
references and details. Jude’s mother loves to cook traditional Syrain food, so when
she and Jude are in America staying with her brother, she is not all that impressed with
his wife's cooking because she misses her food from back home. In addition to the
food, Arabic words are often laced into the writing. This use of another language is a
good reminder to the reader that they are seeing the story through someone else's
eyes, and the addition of Arabic words makes that clear.

Provide In-depth Treatment of Cultural Issues-

Throughout Other Names for Home Warga demonstrates how Jude, her family
and Arab friends all receive different treatment and are even targets of hate and
harassment. In the book, Jude experiences harassment and unwanted comments
multiple times throughout her daily routine from various different people. When the time
comes for Jude to start covering her head, she is ecstatic to finally be able to and her
mother is proud to witness her eagerness to follow in tradition. Others in the community
however, do not share the same joy as Jude and her mom. Judes aunt Michelle pulls
Jude aside and asks her if she really wants to wear the hijab and tells her it's okay if she
does not. Another incident took place that was not filled with the same care as the
interaction with Aunt Michelle when Jude was with her mom. They were approached by
a caucasian woman that was passing by who confronted Jude and says “You don’t
have to wear that here. You’re free” (Warga, 2020). This comment was new to Jude
because it had always been her choice to cover her head or not, it was never forced
upon her by anyone in her family. These types of situations that were shown in the
book show the reader that everyone has their own story and that stereotypes are
inaccurate as a human cannot be placed in a mold like that.

Include Characters Within a Cultural Group or Between Two or More Cultural

Groups Who Interact Substantively and Authentically-

Other Words for Home contained a variety of characters of different races, status
and lifestyles who all interacted with one another throughout the contents of the story.
When Jude and her mother come to the United States they stay with her mom's brother,
who is married to a white woman and they have a child together, Sarah, who is the
same grade as Jude. The relationship between Jude and her peers, specifically her
cousin Sarah is disconnected. Sarah is not very welcoming to Jude, but their
relationship steadily increases as the story progresses and they gain a mutual
understanding for each other. Jude also is depicted forming close relationships with
other students within her ESL class with three other students. This is Judes favorite
class of the day because she is able to connect with the other students in a variety of
different ways. All of the students have moved to the United States from other countries
like Somalia, China and Korea, who all are learning English as a second language just
like Jude. Throughout the book these relationships flourish as the students all find
comfort in one another as they are all sharing a very similar experience here at school
in America. These relationships show more than just friendship, they depict how race
doesn’t determine friendship, its experiences and kindness that makes a friendship work
for people.

Part II-

Invite reflection, critical analysis, and response-

Other Words for Home invites readers to evaluate how stereotypes can be
harmful and that they more than often are not accurate, and are inspired by judgement
and fear rather than accurate understanding. The majority of this story takes place in a
public school here in the United States which is then a very relatable setting for readers
here in the United States. Due to the relatability of the setting then the readers are able
to relate to what is happening within the setting regarding stereotyping and judgement.
Jude is a relatable character who shares what she is feeling with the readers, which
makes responding to her actions and scenarios that much easier.

Demonstrate Unique Language or Style-

All throughout the story, different Arabic words were included. This use of words
from another language added to the cultural significance of the story by incorporating
simple phrases or words so the reader can gain a better feel for the culture that is being
represented, in this case Syrian. This story also utilized the use of literary tools like
similes, metaphors and line breaks to convey how Jude is feeling and what is weighing
on her heart throughout the story. Because the novel was written in verse, it really
added to how well Judes feelings were conveyed to the reader. The poetic verse format
utilized the power of words to depict Jude and all that she was to the reader, making the
style of this book unique.

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

The information and the way the story was presented was all accurate and
informative as it is a realistic fiction title. Judes story is relatable and realistic for other
people who have lived in Syria, have relatives there and for anyone else who has had to
leave their home due to conflict. Though this exact story did not happen, it is realistic
fiction so that means a similar scenario could be a reality for others or elements of the
story could have happened in real life (Young et al 2020). This story was realistic as all
of the characters were relatable in some way and the events that happened in the book
were events that either happened in real life or could happen.

Have an Appealing Format and Be of Enduring Quality-

Other Words for Home was written in a verse format and was broken up into six
different parts all while being narrated by Jude, the main character. This style of writing
made the story much more relatable for the reader because you felt as if Jude was
talking directly to you which created a deeper emotional connection to Jude and
therefore spurred sympathy and compassion for what she was going through. This
format took a topic like immigrating from a war torn country and worrying about the
safety of family members on a daily basis and made it more relatable, giving the reader
a much better understanding of what was happening in the story and what is happening
to millions of other people around the world. The quality of the writing was very well
done as it used a variety of words and phrases to keep the reader engaged.