CHILDREN’S MULTICULTURAL BOOK

COLLECTIONCayla Sandlin

Professor Coleman

March 30, 2015

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Education 255InTASC Standards Description and Rationale

Cover Page  

Standard #2: Learner DifferencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

Name of Artifact: Children’s Multicultural Book Collection Date: March 30, 2015 Course: EDUC 255—Multicultural Teaching, Professor Coleman Brief Description:

This assignment will allow me to assess different children’s books that might help motivate and teach children in a multicultural setting. Characters and situations in each book throughout the PowerPoint might influence students of a diverse setting in a first grade classroom to understand that each student is different and that everyone has different thoughts and feelings towards things.

Rationale: Standard #2, Learner Differences, represents this assignment well as I explore diversity with first grade students through the reading of

children’s books. Each children’s book selected for this PowerPoint represents a character from a diverse culture. It is important that the teacher and the students understand every student is different in order to better educate each student.

I LOVE MY HAIR!BY NATASHA TARPLEY

Publisher: Little Brown Books for Young Readers, 1998

Genre: Fiction

Unit Theme: African-Americans, Self-Esteem, Individual Differences

Book Summary: Keyana guides the reader through the story by telling us what life is like to have thick, curly hair like African-Americans do. She tells us of all the ways she can style her hair. One day, Keyana choses to let her hair be natural—in an afro. Some of the students pick on her because of how big and curly her hair is. Keyana’s teacher and mother remind her how beautiful her hair is and not to listen to other kids. Keyana embraces her unique hair and her diversity.

Activity: Take a photo of each student. After it’s printed, have them place it on a piece of construction paper. All around the construction and around the photo, have the students write sentences about what they love about themselves. This activity will help build self-esteem in each student.

What makes this book multicultural? Throughout the book, the reader learns about the obstacles a lot of Black women endure when it comes to hair. Keyana assures us that her hair is not easy to style, yet she ends up loving all the hairstyles that her hair is capable of possessing. This book teaches Black girls to embraces their unique hair and it reassures the reader that each culture has a way of promoting beauty.

THE NAME JARBY YANGSOOK CHOI

Publisher: Random House Children’s Books, 2003

Genre: Fiction

Unit Theme: Koreans, Self-Esteem

Book Summary: Unhei and her family just moved from Korea to America where everything is very new and different. During Unhei’s first day of school, she was teased on the bus by American students because of her unique name. After school, Unhei told her mother that she wanted to change her name to an American name. The students in her class and Unhei decided that she should chose a name from a jar to help her decision. Before Unhei could pick a name from the jar, a student discovered the unique meaning to Unhei’s name and encouraged her to keep her birth name. All the students liked Unhei’s name and its meaning, so Unhei decided to stick to her Korean heritage and keep her name.

Activity: Give students plenty of unique, yet appropriate, magazines. Students are to create a collage by finding unique names in the magazines. This activity will help students to see all the different and unique names that exist.

What makes this book multicultural? This book is multicultural because an Korean girl has moved to America. She is not confident using her Korean name in America because is it so different and hard to pronounce. While rearing this book, the reader becomes aware of diversity issues and cultural changes that one might experience when coming to a new country or society.

BIG RED LOLLIPOPBY RUKHSANA KHAN

Publisher: Viking Books for Young Readers, 2010

Genre: Fiction

Unit Theme: Pakistan, American Birthday Traditions

Book Summary: Rubina is the oldest of three daughters. One day, she comes home from school with a birthday party invitation. Her mother does not know what a birthday is nor a birthday party, so Rubina explains. Ami, their mother, insists that Sana must go to the party with Rubina. Crushed, Rubina calls her friend, Sally, and asks if her little sister can come to the birthday party. Throughout the entire party, Sana embarrassed Rubina. Each girl was given a treat bag which included a big, red lollipop. Sana ate all of her treats, including her big, red lollipop. Rubina, however, saved hers. The next morning, Rubina set out the eat her lollipop when all she found was a tiny triangle piece left on the stick of the lollipop. Rubina was furious. The story ends with Sana receiving an invitation to a birthday party and Ami demanding her to take the littlest sister. Rubina knew exactly how Sana felt.

Activity: Have children come up with popular games played during birthday parties in America. As a class, the teacher could help students research popular games played by people in Pakistan.

What makes this book multicultural? This story is about a Pakistan family who now lives in America. The mother in the story does not know what a birthday is—let alone a birthday party. In this story, the Pakistan family is learning about the American cultures and the things Americans celebrate.

UNCLE PETER’S AMAZING CHINESE WEDDINGBY LENORE LOOK

Publisher: Anne Schwartz/Antheneum, 2006

Genre: Fiction

Unit Theme: Chinese History and Modern Chinese Culture

Book Summary: Jenny loves her Uncle Peter, but is upset that he is getting married—she is afraid he will not make time for her anymore. Although Jenny is learning things about Chinese wedding traditions, she is trying her hardest to embarrass Stella, the bride, during the wedding. All the while, Jenny is also running into bad luck at the wedding, keeping her from being around her uncle. Finally, Stella lets Jenny release butterflies and her Uncle Peter is so proud. Jenny realizes that Aunt Stella isn’t so bad.

Activity: Chinese Themed Craft

What makes this book multicultural? This book teaches the reader about the many traditions the Chinese culture cherishes during weddings—carrying the bride on a cart, the bride’s parents giving the groom a gift, the red color of the bride’s dress, the brides tea ceremony, and the groom bargaining for the bride.

I LOST MY TOOTH IN AFRICABY PENDA DIAKITE

Publisher: Scholastic Press, 2006

Genre: Fiction

Unit Theme: African Heritage and Traditions

Book Summary: Amina is a little girl from Oregon. Her family is traveling to Africa to visit relatives. She hopes to lose her tooth in Africa because of the unique tradition Africans hold when a child looses a tooth—they receive a chicken in exchange. Amina tells the readers about what living is like for her family in Africa. After losing her tooth, she finally receives her much desired chicken. Amina has to build a coop for her chicken to live in. Her little chicken lays eggs. On Amina’s last day in Africa, her baby chicks finally hatch! She is sad to leave the chicks, but her uncle promises to take care of them for her.

Activity: After reading the book with the class, have students draw a picture of something they found in the book that they noticed is different about the way Africans live versus the way Americans live.

What makes this book multicultural? This book is multicultural because it shares traditions that exist in Africa. Amina, the main character, tells the readers that losing a tooth in Africa and placing it under a gourd will result in a pet chicken in exchange for the tooth.

JINGLE DANCERBY CYNTHIA LEITICH SMITH

Publisher: Morrow/HarperCollins, 2000

Genre: Fiction

Unit Theme: Native American, History

Book Summary: Jenna has a passion to be a Jingle Dancer just like her Grandmother Wolfe. Jenna is anxious to find a dress that is special enough for dancing, so she asks several females in her family. Due to circumstances, none of the women in her family are able to dance in the Pow-Pow that is coming up. Jenna is asks to represent the ladies from her family in the Pow-Pow. Jenna is so delighted to be asked. The family helps her put their jingles on her dress.

Activity: Find an online documentary where Native Americans are expressing their form of dance and celebration. Give the students some gross motor time by allowing them to add bells to their clothes. They can dance and move with Native American music. After dancing, reflect on how dancing is perceived in other cultures.

What makes this book multicultural? This book is multicultural because it expresses a different form of dance that Native Americans value. The Indians dance with bells attached to their clothing. The book also gives an insight at how much Native Americans value community and family. The author also adds an educational glossary with Native American vocabulary.