Amanda

Welsh

Multicultural Text Set: Around the World

The Korean Cinderella by: Shirley Climo
Description: A husband and wife longed to have a child and finally they were had a daughter.
They named her Pear Blossom and planted a tree in her honor. As Pear Blossom grew up her
mother passed away. Her father sought a new wife. He remarried to a widow who Pear
Blossom called Omani. She also had a daughter who was named Peony. Omani and Peony
picked on Pear Blossom and had her do chores that were not possible. Pear Blossom however
had help from a frog and an ox. Peony and Omani tried to stop Pear Blossom from attending
the village festival. As Pear Blossom was on the way to the village festival she stopped to shake
out pebbles from her sandal when she heard the magistrate coming through. She got so
flustered her shoe splashed into the stream. She fled, leaving her shoe behind. She had
forgotten about her lost shoe until the magistrate came to the village festival looking for the
woman who lost her shoe. The bearers put down the magistrate and he announced that Pear
Blossoms shoe was lucky to lead him to her therefore she must be his wife. Grade levels: 1st3rd
(non-traditional, Cinderella, Korean)
Evaluation: Since most children know the story of Cinderella, this story would keep them
focused because it would have them listen and see the differences between Korean Cinderella
and the regular Cinderella. It also teaches the students about the Korean culture. It teaches
them honor and gives them insight to the Korean culture such as the village festival through the
illustrations. It does however promote the stereotypical evil/mean stepmother and an
evil/mean step sister.
Recommended use of the book: I would read this book after reading the original Cinderella and
have the students compare and contrast the two. Having the students discuss the similarities
and differences between the two Cinderella books. I would then have the students discuss the
differences in cultures of the books.
SOLs: Reading 1.5 The student will apply knowledge of how print is organized and read.
Reading 1.8 The student will expand vocabulary.
Reading 1.9 The student will read and demonstrate comprehension of a variety of fictional
texts.
Oral Language: 1.2 The student will expand understanding and use of word meanings.

You Lived Here: Houses Around the World by Giles Laroche
Description: This books tells of the multiple types of homes that exist around the world. It tells
of the houses structures and where that type of house is likely to be. The book is structured so
there is a paragraph explaining the house and what it would be like to live in that type of house.
After the paragraph there is a section that includes the house type, materials needed for the
house, location, the date of when the house was built or how long the type of house has been
around for, and lastly a fascinating fact. (homes, world, informational) Grade Levels: 1st-4th
Recommendation of use: I would show a map and point out the part of the world the house
that is being described is in. I would have the students discuss which house from the book they
would want to live in and why.

Evaluation: This book isnt so much of a story but rather an informational book about the
different types of homes that are in the different parts of the world. It will help the students
think about the different places there are in the world and what it would be like to live in them.
It shows them the diversity in the world of the various types of houses and places to live. It
shows them the diversity of the world they live in. The illustrations do show a bit of
stereotyping when it comes to the race and what the people are wearing based on their house
location.
SOLs: Reading 3.4 The student will expand vocabulary when reading.
Reading 3.3 The student will apply word-analysis skills when reading.
Oral Language 3.1 The student will use effective communication skills in group activities.

Arrow to the Sun by Gerald McDermott
Description: This story book tells of a son looking for his father, the Lord of the Sun. He begins
his search for his father after other boys teased him saying You have no father!. He then tells
his mother he must go and find his father. He asks a corn planter, a pot maker, and an arrow
maker. The arrow maker realizes the boy came from the sun so he makes him a special arrow.
The special arrow turns the boy into the arrow which then the arrow maker shoots it into the
heavens and the boy as the arrow travels to the sun. The boy finally meets his father but has to
go through three obstacles to prove the boy is his son. After completing the three obstacles the
son and father rejoice and the son must bring his Fathers spirit back to earth. The Boy went
back to earth and everyone celebrated his return. (God, family, pueblo) Grades: PreK-3rd
Recommendation of Use: This book is a story about a Native American Pueblo tale. I would
recommend using this book after discussing topics around Native American life and folktales
and oral stories. I would also share with the students the Native American pueblo culture and
family life. Then after discussing pueblos and reading this book you could have students do an
activity with clay or play dough and have them create a pueblo.
Evaluation: This book tells a story involving God and Christ. It is good to expose children to
various elements and show that while cultures may be different, there are common factors
among many cultures. If the school doesnt have religious affiliation this may be a book you
may not want to use especially if religion shouldnt be discussed within the classroom. This
book does however allow the children to see and learn about a culture they did not know about
and it allows them to see yet another culture that differs from theirs. It is a male oriented book
therefore there is not promotion of women in any sense. However this book does promote
difference in family structures.
SOLs: Family K.4 The student will recognize that everyone is a member of a family and that
families come in many forms.
Reading 2.7 The student will expand vocabulary when reading.
Reading 1.9 The student will read and demonstrate comprehension of a variety of fictional
texts.

The Legend of the Indian Paintbrush retold by Tomie dePaola
Description: this tells a story about a boy named Little Gopher. Little Gopher was always
smaller than the other boys and couldnt do the things they would do. A few years later Little
Gopher went out to the hills to think about becoming a man. It was on the hills that he had a

dream-vision that told him to an artist. As much as Little Gopher wanted to do the things the
others were doing, he stayed true to his dream-vision and continued to paint. It was because he
stayed true to his gift that he was rewarded with the beautiful color paints he had been long
searching for to paint the sunset. Grades: 1st- 4th (colors, Indian, true to self)
Recommendation of use: Before even reading the book you could ask the students what they
think the book is about or what will happen during the story. You could ask each child their
favorite color since color is so important within the story. The book also gives the opportunity
to discuss Indian/ Native American culture. You could explain the meanings of the words such
as teepee, buckskin, and shaman. It also gives the chance to discuss dreams. You could also
explain what retold means and that this book is a legend and explain what a legend is. You
could also have the students paint a picture of a sunset just like Little Gopher did.
Evaluation: This story offers a lot of things to discuss with the children. It can also hold the
childrens attention because they will be left wondering if he ever gets the colors to paint the
sunset until the end. It also shows the students another culture that they may not have known
about. The story also gives insight into what the culture is like by saying for this was the
custom of the tribe. It informs students about customs of that specific tribe and which you
could discuss how different tribes have different customs. The illustrations in this book promote
the stereotypical views on Indians, the way they dress, the way use different elements like
animal hair and berries to make paint brushes and paints. It also promotes the stereotypical
views of what Indians do such as hunts.
SOLs: Reading 2.7 The student will expand vocabulary when reading.
Family 1.1 The student will experience continuing success and positive feelings about self.
Reading 3.4 The student will expand vocabulary when reading.

Iktomi and the Boulder retold by Paul Goble
Description: this story tells of a Native American Indian troublemaker named Iktomi. Iktomi is
on his way to visit his relatives and family in the next village. As he is walking there he takes rest
under a boulder hidden from the heat from the sun. Iktomi gives his blanket to the boulder to
protect the boulder from getting sunburnt but when Iktomi realizes it is going to storm he goes
back for the blanket and takes it from the boulder. The boulder then chases Itkomi until it lands
on his legs. Iktomi asks for help from animals to get the boulder off of him but they fail until he
asks for help from bats while lying about the boulder talking badly about them. The bats are
able to pick apart the boulder which frees Iktomi. (folktale, Indian, mischief) Grades: PreK-2nd
Recommendation of use: Before the story begins theres an about Iktomi section which would
be a good thing to read to the students to give them background information about the main
character. This is also a Native American Indian folktale which could be discusses before reading
the book. You could discuss the meaning of a folktale and where they come from. After the
story you could ask the children if Iktomi lied and then discuss how lying is bad. The ending of
the book leaves things hanging, mainly because this is part of a series, therefore I would read
the next book relatively soon after completing this book.
Evaluation: This book could keep the children interested because they are left unsure if Iktomi
will get out from under the boulder. It also teaches the children how taking back a promise can
result in something bad and teaches them not to lie. It also helps the children learn how to
pronounce words they may not know like Iktomi. It also gives the children insight into the

Indian culture by the pictures of what Iktomi is wearing which also promotes the stereotypical
views of what Indians wear. It gives the children the ability to learn more about the Native
American Indian culture. It also focuses just on a man and has nothing to promote women in
the book.
SOLs: Family 1.2 The student will experience continuing respect from others.
Family 1.10 The student will experience the logical consequences of his or her behavior.
Oral Language 2.4 The student will orally identify, produce, and manipulate various units of
speech sounds within words.

Celebrations of Light by Nancy Luenn
Description: This book first tells of how long ago people found ways to make light. It then goes
through 12 celebrations involving light that occur around the world, from India to Brazil to the
United States. This book shows how important light is and how it used in these 12 celebrations.
(celebration, light, world) Grades: 1st -5th
Recommendation of use: You could do multiple activities using this book. You could create
paper lanterns in the classroom to celebrate the Chinese New Year and have a lantern parade
just like they do. Or you could even just bring in birthday candles and discuss how birthday
candles are also a form of celebration using light.
Evaluation: While this book is a bit lengthy, it helps the students learn about the diverse use of
light and all the celebrations that occur with importance of light. It teaches the students about
the different holidays involved in different countries. It helps gives the students insight into
what celebrates and holidays are like in other parts of the world. It gives students the
opportunities to learn about the importance of light and how important it is to our daily lives
because of the celebrations that revolve around light. This book illustrates both men and
women. It promotes a variety of races/ethnicities for the children see or find themselves or
someone they relate to in the book.
SOLs: Fine Arts 1.4 The student will create works of art inspired by stories or poems, ideas, and
themes.
Reading 1.5 The student will apply knowledge of how print is organized and read.
Reading 4.4 The student will expand vocabulary when reading.

Running the Road to ABC by Denize Lauture
Description: This book tells a Haitian story of boys and girls who are so excited to learn at
school that they run and run to school each and every morning. It tells of the path the must run
in order to get to school and who they pass on their way. It tells a story of children who cannot
wait to learn so they wake before the sun and run and run to get the school. (school, running,
happy) Grades: PreK-2nd
Recommendation of use: This book is a good book for discussion among the children. You can
discuss the differences between their experiences with getting to school and how the children
in the book get to school. You can discuss the differences in the school experience. You can also
discuss whether the students feel happy and excited about going to school like the children in
the book. You can discuss the differences in outfits and perhaps ask the children why they think
they dont wear shoes in the book. You can discuss the many differences that are shown in the

story. You could discuss how the children would feel if they had to run to school or what it
would be like to live like the children in the story.
Evaluation: This book is a great book to discuss the diversity that is in the world. It allows for
students to learn how different things are in other parts of the world. The book helps the
children think about their lives and the differences between their lives and the childrens from
the book lives. It allows students to work on pronouncing the names of the children in the
book. It shows how different lives in other parts of the world can be. This book promotes the
learning and growth of both boys and girls. It also promotes the Haitian lifestyle through the
illustrations.
SOLs: Family 1.8 The student will express his or her feelings of happiness, sadness, and anger to
the teacher.
Reading: K.5 The student will understand how print is organized and read.
Oral Language: 1.4 The student will orally identify, produce, and manipulate various units of
speech sounds within words.

Madeline by Ludwig Bemelmans
Description: This book tells a story about a girl named Madeline who isnt scared of anything,
not even a tiger. The story takes place in Paris, France. Madeline is one of twelve girls who live
together in a house and do everything together until one night. One night Madeline wakes
crying of pain and is taken to the hospital to have her appendix removed. The girls visit her in
the hospital and become jealous of the scar Madeline now has from the surgery. Ms. Clavel
wakes to find the girls all crying saying they want their appendixes removed too and Ms. Clavel
tells the girls to thank the Lord they are healthy. (hospital, Paris, fear) Grades: PreK-2nd
Recommendation of use: In the beginning of the book you can have the children count out the
twelve girls and once Madeline goes to the hospital you can have them recount the girls and
count the twelve beds showing that Madelines bed is empty. You can also discuss the different
landmarks shown in the book and pull up pictures of the landmarks on the board and compare
them to the pictures in the book.
Evaluation: Madeline offers students insights into what another look of family is. It shows that
a family doesnt have to involve mothers and fathers. It shows how to not be fearful. Madeline
also tells a story about how going to the hospital doesnt have to be scary. The illustrations also
show students what Paris, France is like. The story also shows how no one looks exactly the
same which is represented by the girls hairstyles. The characters in this book are white but it
doesnt suggest any racism but it does suggest a lack of multiracial society.
SOLs: Focus: Whole Number Concepts K.2 The student, given a set containing 15 or fewer
concrete objects, will tell how many are in the set by counting the number of objects orally.
Reading K.10 The student will demonstrate comprehension of nonfiction texts.
Oral Language 1.4 The student will orally identify, produce, and manipulate various units of
speech sounds within words.

Madeline and the Gypsies by Ludwig Bemelmans
Description: The story of Madeline and the Gypsies begins when Madeline, Ms. Clavel, Pepito,
and the other eleven girls go to the carnival. Madeline and Pepito get left behind when they get
stuck in the ferris wheel when the weather gets bad. Madeline and Pepito finally get from the

ferris wheel but Ms. Clavel and the eleven girls are gone. The Gypsy mama takes care of Pepito
and Madeline. After sometime Madeline and Peptio send Ms. Clavel a postcard saying they are
okay but Ms. Clavel knows she must go find them. Gypsy mama is mad when she sees Ms.
Clavel and the elven girls on their way to get Madeline and Pepito that she sows them into a
lion suit. Madeline and Peptio go searching for someone to get them out but everyone believes
they are a lion until the show, they see Ms. Clavel and the girls. Ms. Clavel gets them out of the
suit and back home they all go. (gypsies, circus, homesick) Grades: PreK-2nd
Recommendation of use: You could have the students write/send a postcard just like Madeline
and Pepito did to Ms. Clavel. You could have them discuss what they would do if they were a
part of the circus. You could have the students design a postcard with a picture of a circus on
the front and on the back write about their adventures of being a part of the circus to their
parents.
Evaluation: this book gives the students insight in the circus culture. It shows them what it is
like to be a part of the circus and also what it means to be a gypsy. This book will keep the
students intrigued because it is unsure if Madeline and Pepito will ever get home and again and
if they do how they would. The illustrations go along with the story of the book and show the
students what a circus looks like if they have never been to one. The illustrations however again
show a lack of a multiracial society even one of the main characters in the book is a son of a
Spanish Ambassador yet he is also portrayed to be white. But couldnt one look at Pepito being
white as a lack of racism? Even though he is the son of a Spanish Ambassador is looked at like
the other children in the book.
SOLs: Reading 1.5 The student will apply knowledge of how print is organized and read.
Reading 1.7 The student will use semantic clues and syntax to expand vocabulary when reading.
Oral Language 2.2 The student will expand understanding and use of word meanings.

The Story of Ferdinand by Munro Leaf
Description: The Story of Ferdinand is about a bull in Spain. It tells of a bull who likes to sit
under his favorite cork tree and smell the flowers. He wouldnt run and jump ad butt heads like
the other bulls he lived with. One day five men came to pick out the strongest, biggest bull for
the bull fights in Madrid. Ferdinand didnt think he would be picked until he was stung by a bee
that caused him run and jump and act as if he were crazy. The five men saw this and knew
Ferdinand was the bull for the bull fights. They took him to Madrid where all the ladies were
wearing flowers in their hair. Everyone was scared of Ferdinand. Ferdinand walked out to the
middle of the ring and just sat and smelled all the flowers. They took Ferdinand home where he
went back to his favorite tree to smell the flowers. (bull, Spain, flowers) Grades PreK-3rd
Recommendation of use: You could explain to the students how bull fighting is a sport in Spain
and show them where Spain is on a map. You could have the students draw or make flowers to
represent the flowers Ferdinand smelled throughout the book. You could also have the
students draw a cape and say whether they would want to be a Matador. You could also
explain what a Banderillo, a Picador, and a Matador are.
Evaluation: This story talks about a sport most students are unaware about. It tells a story
about a sport that happens in another country by using an animal to explain rather than have
the main character a human. The story will keep children on the edge of their seats to find out
what happens to Ferdinand when he goes into the bullfighting ring. The illustrations back up

the story and gives the students visual aids to help them see what exactly is going on. This book
gives insight to another world that is portrayed by an animal rather than a human. The book
doesnt promote racism or sexism. The only human characters are wearing the proper attire for
the event therefore the illustrations cannot be seen as a racist image.
SOLs: Oral Language 2.2 The student will expand understanding and use of word meanings.
Reading 1.9 The student will read and demonstrate comprehension of a variety of fictional
texts.
Reading K.6 The student will demonstrate an understanding that print conveys meaning.