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Notable Books For A Global Society Project Final
Notable Books For A Global Society Project Final
Sarah Shurm
TCH & LRN 307
Barbara Ward
11/10/2017
Introduction
This assignment is a detailed analysis of eight books that have received the Award for the
Notable Books for a Global Society. Upwards of twenty to twenty-five books are chosen every
year to receive this award. The books being discussed and analyzed in this assignment were
published between the years 2013-2015. As I analyze and describe the books chosen for this
project, I will describe the strengths and weaknesses as well as the literary elements of the books.
This project also includes my personal definition of global literature. I thoroughly enjoyed this
project for several reasons. First, it helped me better understand literature and gave me useful
tools to use when analyzing books. While completing this project, I became aware of several
new ways to integrate books, particularly multicultural, into my future classroom. Another
reason why I enjoyed this assignment was because it helped me read from different perspectives
and viewpoints. Being able to see things from different lenses is a very important tool to have as
a teacher. I hope to be a teacher that is open-minded and welcoming to different cultures and
ethnicities as well as a teacher that encourages her students to be culturally aware and non-
judgmental. This project helped me understand the importance of creating a classroom
environment that allows students to fall in love with reading a wide variety of books.
The purpose of this assignment was to learn how to effectively assess multicultural
literature. The reason that this is important is due to its raw reality and the window it opens for us
as readers. When we have our own classrooms in the future, we want to be well-rounded and
culturally aware teachers who have a firm stance and opinion on the multicultural books we
make accessible for our students. Without this eye-opening project, we would not understand the
extensiveness of this genre and its ability to convey such strong lessons regarding morals and
values to those outside of the culture. That being said, we learned that regardless of the
informative text, this genre of books are presented in an engaging way that gives raw insight into
how certain people live their lives. In return, this will help us support our students who may have
a differing cultural background. Not only was the purpose to make us more aware of this specific
type of literature but of different genres altogether. It reminds us to not have a closed off
perspective and to keep actively seeking our new types of books while it comes with a high
rewards, especially as soon-to-be teachers.
To begin this assignment, I went online and searched for the list of Notable Books for a
Global Society winners. As I looked through the extensive collection of books with this honor, I
created a list of roughly twenty-five books whose titles seemed of interest to me. After collecting
my list of books, I then went onto Goodreads.com and read through reviews of each of the books
on my list. This process allowed me to take my list of twenty-five books and condense it to a list
of ten books. After deciding which four chapter books and four picture books seemed of most
interest to me, I had my list of eight books. With this list, I went to Neill Public Library located
in Pullman, Washington to collect my books. The first book that I read was Salt: A Story of
Friendship in a Time of War because this book was one of the larger chapter books in my
selection of eight and I wanted to get this reading completed so that I did not feel overwhelmed
towards the end of this project. After reading that book, I began The Matchbox Diary, one of the
picture books that I had rented from the public library. Over the course of the next week, I read
one book from my stack per day. As I read these books, I took notes on my favorite parts as well
as details from the plot I found important and wanted to make sure to remember when
completing this assignment. After finishing the reading, I took the next step and began to write
the paper and complete the various parts of this assignment, and that is what has brought me to
this particular stage of the Notable Books for a Global Society Project.
Our definition that we were able to form regarding multicultural literature has many
different aspects but we got a foundation from chapter 15 in Children’s Literature Briefly. The
book says multicultural literature is literature that focuses on a culture and its dynamics in an
accurate way. In our one words we believe that this genre from an overarching perspective
provides rich information that retells one or more cultures. That being said, well-written
multicultural books provide accurate information that is well-researched and backed up with
great detail about specific culture(s). These books also have developed writing that includes a
clear lesson, moral, or the traditions that the culture(s) uphold. One clarification that we find
pivotal when defining this term is that multicultural literature does not just entail information on
ethnic cultures but a book about the deaf community could fit into the same category. Our
definition of multicultural literature did not specifically change over the course of completing
this assignment. Rather, we learned the extensiveness to this genre and learned many various
ways to apply this genre into our future classroom.
El Deafo:
Bell, C. (2014). El Deafo. New York: Abrams Books.
Summary: This endearing young children's book is about a Cece Bell or informally known as El
Deafo who experiences hearing loss at a young age. The book is told from her perspective that
entails her emotions and opinions on her circumstance. Cece experienced discomfort and
embarrassment of her deafness when she wore a hearing aide to school but with time she became
dependent on it. The author depicts her real life experiences of falling in love with Mike Miller,
her friend drama with Martha, and getting a pair of glasses after getting accused of cheating of
her friend’s paper! With confidence, Cece created a different version of her own self known as
El Deafo who she gave credit to when she did something she was proud of or when she did
something bold. At the end of the book, everything seems to fall in place for her with her
friendships, school, and family. Cece Bell then goes on to share her insight on the deaf
community and what it means for her to be a part of it in the author's note. This is an important
aspect because it gives the readers powerful knowledge that they can use to go on and teach or to
understand the circumstance of someone who is affected by deafness.
Strengths: One of the criteria for NBGS is it “provides in-depth treatment of cultural issues.”
This chapter book holds this strength due to the correction of the misunderstood. The author
shares her experience as a girl who loses her hearing at a young age and the treatment of cultural
issues. The book depicts times that people including her teachers and classmates where
mishandled cultural issues or what it means to be a part of the deaf community. Instead of just
sharing this element, she informs and allows the reader to understand how to better navigate the
“treatment” of a culture that is not your own. Not only did Cece show this through the inner
dialogue in the comic style text but also at the end of the book where she gives the reader an
opportunity to learn about the community so we can put a stop to these cultural issues in her
author's note.
Weaknesses: One of the criteria for NBGS is “having an appealing format and be of enduring
quality.” I find this to be a weakness for this chapter book due to the distracting format. The
book is written in a comic strip style which means many images, speech bubbles, thought
bubbles, and actions. Although it took creativity, it personally was not an appealing format. The
text would have been more thoughtful if it was written in paragraph form where the author is
able to implement more details and like they she did when writing about the treatment of cultural
issues which was depicted as the strength.
Salt: A Story of Friendship in a Time of War is the book that I would choose to use in my
personal classroom. There are several reasons for this decision that I will explain in the
paragraphs to follow. I feel that this particular book meets every single criterion for NGBS and
greatly stands out above the other seven books from this project. I feel that this book has no
weaknesses and would be a fantastic book to use in the classroom.
1. Portray cultural accuracy and authenticity of characters in terms of (a) physical characteristics,
(b) intellectual abilities and problem solving capabilities, (c) leadership and cooperative
dimensions, and (d) social and economic status;
This criterion is met mainly through the descriptions of the characters in the text, as well
as in the introduction paragraph and the “character description” chart located at the beginning of
the book. The physical characteristics are described to readers as the author clearly defines what
the characters look like. The intellectual abilities and problem solving capabilities are
demonstrated on nearly every page of this book. For example, readers learn that Isaac, an
American settler and one of the book’s main characters, is lacking in intellectual abilities when
he whacks a hornet’s nest with a stick and destroys cattail reeds that were being laid out to dry.
Time and time again, Isaac and James, both American settlers, prove to readers that they lack
problem solving abilities and intellectual abilities. On the other hand, Anikwa proves to readers
that he is extremely resourceful and wise, often the first one to find a solution to a tricky
problem. The leadership and cooperative dimensions are displayed in this book when Anikwa
helps Isaac get his leg unstuck from under a log and again throughout the book when hunting and
gathering. Anikwa works well with his family and peers and proves to be one of this book’s most
prominent leaders. The social and economic status of both the settlers and the people of the
Miami tribe is depicted in their trading tactics. One particular example that represents the
economic status of the settlers is when James’ father says, “The President and Governor have
asked me to try to sell more goods to the Miami than they can afford, to deliberately get them
into debt.” This shows that the settlers may be more financially stable than the Miami.
2. Be rich in cultural details;
This criterion is clearly met through the illustrations and the text. The author provides
specific information on how the Miami traded, hunted, and practiced their cultural rituals.
Anikwa’s father shares stories from his childhood on several occasions and the author also
includes information on the underlying tensions between the settlers and the Miami. The book is
filled with details on how the Miami and the settlers lived, what they wore as well as how they
spoke to one another.
3. Honor and celebrate diversity as well as common bonds in humanity
The celebration of diversity is portrayed through the trading that both the settlers and
Miami participated in. James and Anikwa celebrate each other’s diversity in that they teach one
another about their culture. Although different in many ways, James and Anikwa honor and
respect each other’s cultures, while still remaining loyal to their own.
4. Provide in-depth treatment to cultural issues;
One specific depiction of this is done when Anikwa tries to help Isaac out from under the
log, and Isaac waves a knife at Anikwa because he thinks he is trying to hurt him. The language
barrier and Isaac’s ignorance is the cause of this misconception. This is a cultural issue because
Isaac assumed that Anikwa was trying to hurt him. He was fearful of Anikwa for reasons that
were purely racial and due to a lack of cultural awareness.
5. Include characters within a cultural group or between two or more cultural groups who interact
substantively and authentically;
This is very apparent because Anikwa and James, both from different cultural groups,
interact on a daily basis. They teach each other words and phrases from their native languages as
well as help each other with things like hunting, gathering and fighting. Their friendship is
authentic and their interactions are genuine.
6. Include members of a “minority” group for a purpose other than filling a “quota.”
This is clearly not for “quota” purpose because the Miami people would be the minority
group, and without this minority group, this book would be nothing. Without the Miami, this
book would have no plot or emotion and would not have a story line. The minority group is this
book’s central and most important element. Without the Miami and their impact in this story, it is
likely I would have picked a different selection as the best of the eight multicultural books.
7. Invite reflection, critical analysis, and response;
These are all clearly invited from this amazing read. I reflected myself on multiple
occasions as I read this story. I critical analysis can be easily done with this book, as certain parts
of the story left me taking Anikwa’s side, while other parts left me taking James’ side. There are
many parts of this story that are controversial and would be easy for readers to critically analyze.
As for a response, readers could write about how this book made them feel, or what parts of the
story they would wish to change.
8. Demonstrate unique language or style;
This is shown when Anikwa and James interact. During most all of their interactions,
they speak to each other in their native tongues, teaching important words and phrases. The back
of the book also has a glossary of Miami words as well as a glossary explaining what names in
other languages mean in English.
9. Meet generally-accepted criteria of quality for the genre in which they are written;
This is clear as this book is a multicultural young-adult book. It involves another culture
and its values and traditions. It is a very appropriate book for children to read.
10. Have an appealing format and be of enduring quality.
This book is printed on nice, smudge-free paper, and bound sturdily into a hardback
cover. It is easy to read and the author uses a very clear font style. The few illustrations in this
book are beautiful and clearly labeled.
There are many reasons why this is a book that students should read while they are in
school. This book teaches students about a time in history that they are likely unfamiliar with and
gives them insight to what life was like for both Native Americans as well as settlers during the
early 1800s. Students who may be familiar with the events that take place in this book, or
students who have family members from the Miami tribe can relate to this book and appreciate
its beauty. This book can be used in the classroom to teach students words from an unfamiliar
language and can also be used to teach students about the War of 1812. I could use this book to
teach lessons on working together, respect, as well as change. As a teacher, I want to teach
children topics that I was never introduced to while in school. It is important to me that I teach
my students about different cultures and ethnicities so that they can appreciate the diversity that
surrounds them, rather than being fearful of differences. I feel that using this book in the
classroom would also be good because it would make the students that may be of a minority
culture or race feel more accepted and welcomed. Cultural diversity is something that interested
me as young child, and continues to interest me today. I will do everything in my power to
integrate as many cultures as possible into my future classroom. I am very thankful for this
assignment because it has opened my eyes to new, fascinating multicultural literacy that I will
certainly include in my future classroom library.
One reason that Salt: A Story of Friendship in a Time of War is the best multicultural
book out of the eight is because it describes the culture of the Miami people in a beautiful, yet
informational manner. The author did a wonderful job at writing in a way that made the story
both interesting and educational. The details throughout the story teach readers about the Miami
language, traditions, hunting and gathering methods as well as their values. Readers finish this
book feeling a profound sense of respect for the Miami people. Another reason why this book
stands out above the rest is because of the lessons it teaches readers. Although the main
characters of this story are from very different cultures, they still find ways to work together and
respect each other’s practices and values. This is an excellent read for children because it
reminds them that even though someone might be different than them on the outside, it is still
very important to respect them. There is so much that this book can bring to the classroom and I
am excited for the opportunity to share this story with the students of my future classroom one
day.
The first book that I would choose to be an honor book is Legends, Icons & Rebels:
Music That Changed the World. The main reasoning behind this selection is due to this book’s
representation of multiple cultures, its unique style, and also because it honors and celebrates
diversity. This book contains beautifully written memoirs of 28 world-changing musicians. The
pages of this book are filled with well-written text describing the impact that each artist had on
the world. Many, if not all, of these artists are from diverse cultures. Most all of these artists
faced challenges and hardships that made their journey to success and fame all the more difficult.
These artists teach young readers lessons of perseverance and determination. The book is
formatted in such an eye-catching manner that readers are likely to find themselves unable to put
the book down. This book would be excellent to use in the classroom and could lead to many
engaging discussions and activities. As a teacher, I would use this book to transition into a
biography assignment. I would allow students to read through this book and pick an artist of their
choosing. Then, students would use the information in this book, as well as information from
other resources to create a colorful biography about their artist. Allowing the students to pick the
artists they wish to research would keep them engaged and interested. Overall, this book is an
excellent read and I am excited to share this book with my future classroom.
The second book that I would choose to be an honor book is Ruby on the Outside. The
Justification behind this decision is based off its ability to honor and celebrate diversity as well
as common bond in humanity. The young girl, Ruby, who is raised by her aunt Matoo while her
mother is serving twenty five years in prison shares her perspective on how to socially navigate
this hardship. It goes further to highlight Ruby’s friendship with Margalit and their ability to
celebrate diversity and their common bond regardless of the sadness of the circumstance that
they were raised in. This is what makes this book so honorable while the message alone is so
strong and specifically important for a classroom full of diverse students. There are many
children who can relate to Ruby and Maralit whether that is a loss of a family member, not being
raised by your biological parents, or have a parent who is imprisoned. Hearing such a story can
empower this child or nonetheless make them feel less alone in their struggle. As a teacher, I
could have this book as a read aloud for the whole class to digest with an in-class discussion or
private reflection at the end. The book's ability to create normalcy and celebration around being
vulnerable and understanding the diversity in upbringings makes it a clear honor book.
CONCLUSION:
Through this assignment we learned a great amount about multicultural literature and
what this genre of books entails. One thing we specifically took away was the importance of a
well-educated author on the culture they are writing about. If the author is responsible for their
understanding, the opportunities within the text are endless for the reader. As we read many
different books within this genre, it became clear what a well-versed author could do for you as a
reader. As we did take away a lot through this project, we still have more to learn.
We found that we want to learn more about the application of multicultural literature in
the classroom. As current students and future educators, we were able to hypothetically generate
ideas as to how we will use these books, but we want to continue to learn through real-life
examples. Specially, is it beneficial for this genre to be a whole class read aloud book or can
students find value in take-home assigned reading? As we know this understanding will come
with time and experience, this project started a conversation.
As we reflect on this assignment as a whole, we were able to see what we would have
changed if we had the opportunity to do the project over again. The first thing that came to mind
was the timeframe. As we did work on time management and working collaboratively, we would
break down the different components of this assignment week by week to maximize our learning
potential. That being said, we would have liked to do more research and evaluating when picking
our eight books from the list of NBGS winners. Doing so would ensure we were picking our
selection after fulling immersing ourselves in the other options, opposed to making decisions
based on the titles, covers, and short summaries. Reading more of the options would also better
our understanding of what each book in this genre should entail and in return would change our
expectations as well as strength and weaknesses.
This assignment is very inclusive with the coursework, both for this course as well as
previous courses. Many of our Block 1 courses advocate for an expansive classroom library that
has wide variety of genres and styles. This project ties into this idea while it promotes
multicultural literature awareness. As future teachers, not only do we want to include
multicultural literature into our curriculum, but we also wish to have these types of books on the
shelves of our library. This assignment also reiterated what we have learned in our courses, while
it proved the importance of being knowledgeable on the material you are having your students
read just like the author's must be prior to writing multicultural literature.
Bibliography
Baskin, N. (2015). Ruby on the Outside. New York: Simon & Schuster.
Buitrago, J., & Yocteng, R. (2015). Two White Rabbits. Toronto: Groundwood Books.
Fleischman, P., & Ibatoulline, B. (2013). The matchbox diary. London: Candlewick Press.
Frost, H. (2013). Salt: A Story of Friendship in a Time of War. Farrar Straus Giroux Books for
Young Readers.
Pittman, g., & Litten, K. (2014). This Day in June. Washington D.C.: American Psychological
Association.
Robertson, R., Guerinot, J., Robertson, S., & Levine, J. (2013). Legends, icons & rebels: music
that changed the world. Toronto, Ontario: Tundra Books.