Kaitlyn Sumner & Jamie Jessup

T&L 307: Survey of Children’s Literature

Dr. Barb Ward

April 2018
 Sumner & Jessup 1

Introduction

As our society becomes more diverse and our classrooms change

demographically, it is important for us as teachers to introduce our students to a wide

range of cultures and experiences. The best way to combat xenophobia and ignorance is

through knowledge, and one effective way to help students gain that knowledge is by

introducing it through multicultural literature in the classroom. The stories not only

bring different views into the classroom, but they also allow students with different

views to have a voice. Multicultural literature helps us all meet in the middle, having our

own stories valued while we learn to value others’.

Purpose

For this project, we selected eight books from the Notable Books for a Global

Society (NGBS) list. We will evaluate, analyze, and summarize these eight books based

on our own personal opinions and the NBGS criteria. Then, after reviewing the criteria,

each of us will advocate for the book that we think should be the winner. We will also

each choose two honor books and explain how they fit the criteria as well. The honor

books will be chosen from the eight books we read and will be the books that we thought

were close to winning, but did not quite make the cut. By completing this project, we will

learn more about multicultural books and how they may effectively be used in a

classroom setting.

The purpose of this assignment, then, is for us to gain a better understanding of

multicultural books and to become more culturally knowledgeable and inclusive in order

to help our future students. Because we cannot have all the cultural experiences that we

need to in our lifetimes, multicultural books are a resource that can help us to interpret

and understand other cultures as well as reflect on our own.

 Sumner & Jessup 2

It is crucial for teachers to be aware and inclusive of the various cultures, and to

include the values of multiculturalism into our classrooms. To help address ignorance

and help our students to become, or be more, empathetic towards one another, we must

diligently be culturally responsive. As the authors of Children’s Literature, Briefly

explain, “Literature can be one of the most powerful tools for combating the ignorance

that breeds xenophobic and judgmental behaviors” (Tunnell et. al., 2013, p. 194). By

introducing students to literature that showcases the multicultural experiences,

educators are able to provide students with “ cultural knowledge, prior experiences,

frames of reference and performance styles of ethnically diverse students…” (Woolfolk,

2016, p.237). This project is a great start; by being introduced to the Notable Books for

a Global Society book list, we know that we and our students will have a variety of books

to connect with and reference.

What is Multicultural Literature?

My (Kaitlyn) initial definition of multicultural and global literature is based on

my idea of multiculturalism in general; this is “The coexistence of diverse cultures,

where culture includes racial, religious, or cultural groups and is manifested in

customary behaviours, cultural assumptions and values, patterns of thinking, and

communicative styles” (Defining "Multiculturalism," 2016). Multiculturalism requires

open-mindedness and caring about others’ beliefs and existence. It is the view that all

cultures merit equal respect and scholarly interest. Initially, I believed that it was only

about and within large cultural groups that I would find multicultural and/or global

literature; however, after reading my chosen books, I found that it may also be within

each individual. There are many elements of culture and diversity, but there are also

many subcategories within each race, religion, or cultural group that are not labeled.
 Sumner & Jessup 3

With a closer look, I have realized that culture is how individuals carry themselves and

live day-to-day.

I (Jamie) have always been interested in multicultural literature and have made it

a point to read as many books as I can, with varying topics and content. I do not think

this project changed my definition of what multicultural literature is, but it definitely

helped introduce me to how many good pieces of multicultural literature are out there.

To me, multicultural literature is any type of book (nonfiction chapter books, picture

books for children, or even fantasy books that have real-world elements) that highlights

another culture or set of experiences in a way that is accurate and not reductive. Simply

having people of another culture in a story does not necessarily make it multicultural; it

is about how those people are represented and how their culture is shown as a whole. I

have definitely read books that were touted as multicultural but showed the culture in

question in a very one-dimensional, stereotypical way. I think a useful way to measure

whether a book is good multicultural literature or not is to ask three basic questions

about it: 1) Is there in-depth information or just surface level?, 2) Is the information

accurate, and according to whom?, and 3) Would someone of that culture agree with the

way the information is being presented?

From reviewing our chosen literature according to the NGBS criteria, we have

gained a deeper understanding of multicultural and global literature. The criteria are:

Part I (Meet one or more criteria from this section.)

● 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;
 Sumner & Jessup 4

○ The book cannot rely on cultural stereotypes or negative attitudes related

to different aspects of the characters.

● Be rich in cultural details;

○ The book must provide in-depth information about the characters’ culture

and experiences, not just surface level introductions or a few simple

sentences.

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

○ Instead of focusing on all the things that make the characters different, the

book must incorporate those differences into common

experiences/feelings across cultures.

● Provide in-depth treatment of cultural issues;

○ If a cultural issue is introduced, an appropriate amount of information

must be provided; the issue should not be mentioned in passing and then

not supported/explained and never mentioned again.

● Include characters within a cultural group or between two or more cultural

groups who interact substantively and authentically;

○ The book must include characters who are fleshed out and have feelings

and emotions and interact with the world like any real person would.

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

○ Treats characters from other cultures as actual people with stories and

background, does not just introduce them as a way to seem more cultured.

Part II (Meet all criteria from this section.)

● Invite reflection, critical analysis, and response;

 Sumner & Jessup 5

○ While any book can be open for reflection, critical analysis, and response,

books that contain different experiences or cultural topics are often

commented on more because they contain unique viewpoints.

● Demonstrate unique language or style;

○ The book contains a writing style and/or illustrations that are different

from other books of its genre or category.

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

written; and

○ The book must be easy to read, have appropriate illustrations (if there are

any), and must be free of grammar, spelling, and punctuation mistakes.

● Have an appealing format and be of enduring quality.

○ The book must present a universal message that can be understood and

enjoyed across generations.

Developing this criteria, The Notable Groups for a Global Society committee

wants to identify and promote the understanding of culture, race, sexual orientation,

values, and ethnicity. Producing a list containing selected 25 fiction, nonfiction, and

poetry books per year since 1996, as explained on the committee’s webpage, “The

Notable Books for a Global Society (NBGS) list was developed to help students, teachers,

and families identify books that promote understanding of and appreciation for the

world’s full range of diverse cultures and ethnic and racial groups” (Children’s

Literature and Reading Special Interest Group, 2018, n.p.).

Selection Process

When I (Kaitlyn) looked through the list, I was not looking for a particular theme

or idea. In other words, in choosing my selection of notable books, I did not have a deep
 Sumner & Jessup 6

rationale for my selections. I began my search in the year of 2018 chosen Notable Books

for a Global Society and went back to 2017 until I had found my eight books.When

choosing the books, I looked up the titles on Goodreads.com and read descriptions and

reviews until I found that a book interested me. My rationale could have subconsciously

been my interests in any contemporary issue concerning race, privilege, income, war,

segregation, intersectionality, xenophobia, sexual orientation, ethnicity, or values. At

any rate, I found books that are entertaining, interesting, and would have value for my

future.

I (Jamie) knew for this assignment that I wanted to review books that covered a

wide range of cultures and experiences, but that is all I knew going into it; I did not

have a specific year or specific genre that I wanted to look into. I wanted to find books

from a couple of different categories that we had discussed in class and learned about in

the book (picture books in chapter 7, biographies in chapter 13, and contemporary

realistic fiction in chapter 11.) I looked at the past 5 years of the “Notable Books for a

Global Society” book list on the NGBS website and finally decided to pick books from the

2016-2017 lists so they would be recent. I wanted to choose the chapter books first, so I

looked through all the books with a hundred pages or more, and then I did a little more

research to make sure that they were chapter books. I picked the four chapter books

that I wanted based on a combination of topic and cover art, and I ended up getting a

good variety.

For the next four books I wanted picture books, so I scrolled through the 2016-

2017 lists again. I picked books that had interesting cover art and then did more

research on them (e.g., descriptions on Goodreads) to see what they were about. I

wanted to read books that had different illustration styles and varying amounts of text. I
 Sumner & Jessup 7

chose the four that looked the most interesting to me and that had different art styles.

After I was satisfied that I had picked a wide range of multicultural books (both chapter

and picture), I ordered them from Amazon.com. I chose the books that I did because I

wanted a nice variety a books that could help my students learn more about other

cultures and could be appealing to my ELL students in particular.

As classmates, we found that we were drawn to the same types of books based on

a lot of the same criteria. That made collaborating a logical choice, especially after we

discussed our winners and discovered that we learned useful information and ideas by

interacting around these texts.

Our Books

Britt, P. , Qualls, S., & Aiko, S. (2017). Why am I me?. New York, NY: Scholastic.

Gratz, A. (2017). Refugee. New York, NY: Scholastic.

Jin-Ho, J. (2016). Look up!. New York, City, NY: Holiday House.

Levy, D., & Baddeley, E. (2016). I dissent: Ruth Bader Ginsburg makes her

mark. New York, NY: Simon & Schuster.

Medina, J. (2016). Juana & Lucas. Somerville, MA: Candlewick Press.

Osborne, L. B. (2016). This land is our land: A history of America. New York, NY:

Abrams.

Ruurs, M., & Badr, N. (2016). Stepping stones: A refugee family’s journey.

Bellingham, WA: Orca Press.

Watson, R. (2017). Piecing me together. New York, NY: Bloomsbury.

Kate’s Winner: Britt, P. , Qualls, S., & Aiko, S. (2017). Why am I me?. New

York, NY: Scholastic.

 Sumner & Jessup 8

In this picture book, readers follow a fictional first-person poetic exchange

between two characters, a boy and a girl. The characters see each other for the first time

at a train station and do not realize that they are thinking and asking themselves the

same existential questions. Riding the train home through the city separately, the

children begin to wonder what it would be like to be someone else and why they are the

way they are. This leads them to wonder why everyone is who they are and not someone

else, asking: “Why is everyone who they are and not someone else entirely?”; “If I were

someone else, who would I be?”; “Who in the world are we… if we aren’t you and me?”

(pp.3-6, 9-10).

The book then focuses on the boy’s question of whether he would be him if he was

“taller, faster, smaller, or smart”(p9.7-8). Then he thinks the other way around,

wondering if someone was him, who would they be? Deeper and deeper the boy and girl

ponder their thoughts, and they begin to compare their existence in the world. While

thinking, the boy and girl exchange a “hi” before leaving the train and heading home.

Out of the eight chosen books, I chose Why am I me? as my winner. Although all

of the other books were excellent reads, I am advocating for this book because I believe

this book exemplifies the NBGS criteria the best. The book made me think about

multiculturalism and how to redefine it; making one think like this is what quality

writing does. Also, once I opened this book, I saw it as a relatable resource not only for

children, but also for adults.

-One weakness this book may have is that it does not focus on a particular

culture. Although the illustrations show a greatly diverse group of people just being

themselves and having a good time, it does not address any specific culture. I also

believe this is a strength. The book speaks to a deeper level of multiculturalism and
 Sumner & Jessup 9

focuses on why we are who we are. The Notable books are for enhancing student

understanding of people and cultures throughout the world; this book meets the first

part of the criteria because it honors and celebrates diversity as well as common bonds

in humanity and invites readers of all ages “to imagine a world where there is no you or

me, only we” (p.1). The characters make a breakthrough when they begin to realize that

the people they pass actually do not just disappear when they are not around them, but

that everyone has their own lives; the characters begin to ponder the philosophical

questions about understanding strangers. The first step toward healing the world is to

build bridges of empathy and to celebrate rather than discriminate, and Why Am I Me?

helps foster a much-needed sense of connection, compassion, and love.

The book also meets all of the mandatory criteria in the second set. For one, the

book invites reflection, critical analysis and response. This book examines a common

existential question that children and adults have asked for a very long time; in the

story’s relatable setting, the train, where readers may also see a lot of strangers, they

ask, “Why am I me... and not you?” “Why are you you… and not me?”(p.2). By

pondering the question, and really taking a close look, readers can see that there are no

two people exactly the same, and at the same time there are so many commonalities

among people. The story offers the reader a chance to think deeply about what the two

characters are experiencing within themselves as they look out into the world and

wonder philosophically about themselves and why they are who they are.

In addition to meeting the generally accepted criteria for its fictional picture

genre, the book demonstrates an appealing format and unique language and style. The

illustrations are made with paints and pencils and draw readers into a diverse and

spirit-lifting community. The mixed media used to portray the array of different cultures
 Sumner & Jessup 10

and images of the city are beautiful and would easily capture the attention of any reader,

young or old. The content of the story is not provided only through the illustrations, but

also through the poetic text that leaves us to solve our own philosophical questions.

I also chose this book as my winner because it can generate many great

discussions, and it would be a wonderful addition to any bookshelf, for any age! I believe

the book may work very well in any of the elementary grades that I hope to teach. The

book is a perfect opportunity for students to understand what is unique about

themselves and how that would compare to their classmates, and how we may still be

friends even though we may have differences. For an example, I could do an in-class

discussion to compare everyone's similarities and differences in the class. Students

could describe themselves and name as many things about themselves as possible. A

sample question from the book that could generate a lot of discussion is, “If someone

else were me, who would they be?” (pp.7-8). Then conclude with the students that,

although they are all in the same grade, classroom, state, and country, they are all

different and similar, and that is okay. Just because we are different doesn't mean we

cannot be friendly to each other or that we are not all the same in some way.

Jamie’s Winner: Levy, D., & Baddeley, E. (2016). I dissent: Ruth Bader

Ginsburg makes her mark. New York, NY: Simon & Schuster

For my award winner, I chose I Dissent: Ruth Bader Ginsburg Makes Her Mark,

written by Debbie Levy and illustrated by Elizabeth Baddeley. This book follows

Ginsburg’s life from childhood all the way to the present day. Levy wrote the story in a

way that she presents a problem of some sort and then has Ginsburg’s/her family’s

reaction. For example, Levy writes “Boys were expected to grow up, go out in the world,

and do big things. Girls? Girls were expected to find husbands. Ruth’s mother
 Sumner & Jessup 11

disagreed” (Levy, pp. 3-4). The story continues as Ginsburg grows up, discovering other

injustices throughout her life and standing against them: “People thought it was a fine

idea for Marty to attend law school. They did not think Ruth should go. A lady lawyer?

People disapproved. Ruth disapproved right back. So did Marty” (Levy, p. 15). As

Ginsburg’s law career starts to take off and she becomes more recognizable by people in

power, Levy writes about Ginsburg’s contributions to the people she fought for: “Ruth

wasn’t only fighting for women. When women were excluded from the work world, men

were excluded from home life. Why shouldn’t a father stay home to care for his children

and cook the meals? Why shouldn’t his wife run a business? These were fresh ideas in

the 1970’s. Ruth did not win every case, but she won enough. With each victory, women

and men and girls and boys enjoyed a little more equality” (Levy, p. 22). With the

passing years, Ginsburg’s family grew, and so did her reputation. She moved on from

being a lawyer and became a judge in Washington, D.C. Years later she was asked by

president Bill Clinton to be a Supreme Court judge, making her the first Jewish woman

to sit on the Supreme Court (Levy, 2016). Ginsburg had been fighting injustice all her

life, being a Jewish women growing up in the 40’s and 50’s, and she carried that fight

and spirit into her rulings in the Supreme Court. She fought against many cases that

discriminated against people because of race, religion, or skin color, and she always

made sure her voice was heard (Levy, 2016). The book ends with a statement about the

impact Ginsburg has made, not only as a Supreme Court justice, but as someone who,

throughout her life, fought for those who could not speak up themselves. As Levy (2016)

notes, “Step-by-step, she has made a difference...one disagreement after another” (pp.

33-34).

Strengths and Weaknesses

 Sumner & Jessup 12

Strengths

● Realism: The book is focused on the life and accomplishments of Ruth Bader

Ginsburg and uses sources to back up all the information.

● Illustrations: The art style in the book is creative but also realistic enough that

specific characters and scenes are easy to recognize.

Weaknesses

● Distracting: The pictures are so colorful and interesting that it might distract

students from the text.

● ELL Applicable: ELL students or students from other countries might have

trouble understanding the U.S. court system, cases/laws, and bills.

Part I (Meet one or more criteria from this section.)

● Portray cultural accuracy and authenticity of characters: Because the book is

written about a real person and real events, readers get interesting background

knowledge about what it was like for Ginsburg to grow up in as a girl in a Jewish

family in the 1940’s and 1950’s. The events described in the book are backed up

by multiple sources, and they are often told by Ginsburg herself. The result is a

story that portrays Ginsburg in an accurate and authentic way, explaining her

cultural background and her experiences within the scope of how she helped

others.

● Honor and celebrate diversity as well as common bonds in humanity: Although

Ginsburg could have just fought for people facing issues similar to herself, she

used her position as a lawyer, judge, and Supreme Court justice to fight for the

rights of all people, regardless of gender, religion, or skin color. She is still
 Sumner & Jessup 13

fighting for the rights of others to this day and is currently one of the most

outspoken voices for equality in politics.

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

The entire book is about Ginsburg’s life growing up facing prejudice and how it

resulted in her views. I would say the book is the exact opposite of filling a quota,

because instead of having Ginsburg be a static character in the story, she is front

and center, voicing her opinions and sharing her views on equality.

Part II (Meet all criteria from this section.)

● Invite reflection, critical analysis, and response: This would be a useful book for

students to use for a history/research project because the facts and information

about Ginsburg’s life allow for many different reflections and responses. Also, the

book allows for many different types of thinking prompts; for example, a theme

of the book is Ginsburg disagreeing with the injustices happening around her, so

it would be interesting to ask students about a time when they disagreed with

something that did not seem fair.

● Demonstrate unique language or style: The writing style is very unique because it

includes facts from Ginsburg’s life, but is also written in third-person so we can

understand Ginsburg’s thoughts and feelings about the world around her from a

point of view other than hers alone. Levy (2017) shows that “Another Supreme

Court opinion declared: Woman has always been dependent upon man. Ruth

really REALLY disagreed with this!” (pp. 19-20)

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

written: As a non-fiction picture book, the information is supported with multiple

 Sumner & Jessup 14

sources (as evidenced by the bibliography on the last page), and the pictures

accurately portray the people they are about.

● Have an appealing format and be of enduring quality: The writing and art style of

this book are wonderful. Each illustration is full of color, interesting features and

textures, and main focuses that draw your eyes to the important information

revealed in the picture. What I found really interesting is that not only are the

illustrations drawn, but there are many sections of illustrated text drawn in the

same art style as the drawings. This format puts an emphasis on the focal parts of

the text and highlights the common themes from page to page (e.g., illustrated

text on different pages that says “Ruth’s mother disagreed,” (p. 4) “Then she

protested,” (p. 10) “Ruth objected.”(p. 11))

I would use this book in my classroom because it addresses the important issues

of women’s rights, civil rights, and social justice; these issues are presented in a

humorous and unthreatening way that can be useful when working with young children.

The book also introduces students to the way that government works and how Supreme

Court justices do their job. It is a personalized way to get students more interested in

how the government works, and the pictures will pull students in. For these reasons, and

the book’s match to the criteria, I chose it as my award winner.

Kate’s First Honor: Watson, R. (2017). Piecing me together. New York, NY:

Bloomsbury.

To simply give a glimpse of this book, Piecing Me Together is about a young

African American woman who attends a (white) private high school through a full-ride

scholarship, who lives in Northside of Portland, Oregon and strives to go above and
 Sumner & Jessup 15

beyond with her academics and attends as many given opportunities in order to rise

above and leave for a better future.

Living in the “Ghetto,” her predominantly poor neighborhood and family

constantly pushes her to take every opportunity that is given to her, she believes she

must work more than others so that she may leave to travel to be successful in her

future. “But girls like me, with coal skin and hula-hoop hips, whose mommas barely

make enough money to keep food in the house, have to take opportunities every chance

we get” (p.7). But, some of the given invitations of opportunities begin to feel more

demeaning than helpful and she wants to show others that she has something to offer to

others as well.

Jade becomes hopeful about a volunteer abroad program because it is “not a

program offering something I need, but it’s about what I can give”(p.119). But, then later

finds that her counselor has also pushed her into participating in Woman to Woman: A

mentorship program for African American “at-risk” girls. She would be paired with a

mentor to guide her to success and give her gained experiences. Although not happy

with being nominated for a program that she has little to no information about, she

reluctantly takes the opportunity learning that she will earn her a scholarship to any

Oregon college if she maintains her grade point average and completes the two year

program.

As we follow Jade, through her school year, the chapter book presents clear and

educational themes throughout its brilliant plot and presented style. As I read the book I

notice a lot of the everyday microaggressions that Jade endures... There were

microaggressions that demeaned her art, her identity, and her self-worth. The book

proceeds to show daily microaggressions that have happened many times in common
 Sumner & Jessup 16

places that is deemed to be safe. Because it is such a normality to Jade’s life, she is

always challenged to react “accordingly” in a public place so she isn’t seen as the “angry

black person.” But, yet, internalizing what is happening she begins to question herself

and what is surrounding her. “I grew up with parents who believed you should tone

down your blackness when in public” (p.216). Passing through her daily challenges, she

continues to grow and learn a new kind of support system that opens her eyes to finding

hope that is not only attainable, but creatable. She finds her voice and continues to

pursue what she thinks, feels, and believes. I need to speak up for myself. For what I

need, for what I want” (p.174).

Analyzing the book, the novel meets more than one Part One criteria. Not only

does the book introduce the readers to a student who is stuck finding her identity

between reacting to more than two different cultural groups (Rich white schoolmates,

Rich black peers, Poor black peers), we are exposed to the cultural issues she lives with.

In one scene, she was helping her (white) friend shop for clothes at a mall. Once her

friend had left for the changing room, a staff member had asked Jade to hold her bag

behind the staff counter because it is “staff’s policy.” Because she was angry and

astounded for being racially profiled, she had decided to wait outside the store for her

friend. As her friend had arrived from the store, Jade had explained the event but her

friend didn’t believe it. “I don’t know what’s worse. Being mistreated because of the

color of your skin, your size, or having to prove that it really happened” (p.137).

Another, stronger event was the attack on“... Natasha Ramsey…” (pp.182-183).

After hearing the news of a young girl being a victim of police brutality gives a chill to

Jade, her best friend, and I. Realizing how the act was just down the street to a girl who

looks like them, by the society’s eyes, and feeling it hit home. Though Natasha is a
 Sumner & Jessup 17

stranger, she is what reminds you of your friends, and even yourself. The event

expresses the fear of being attacked and/or even killed from the systemic injustice.

Not only she had experienced these negative relations between black people and

white people, she also had to experience class issues within race. As mentioned before,

Jade joins "Women to Women", a program that connects young black teens with older,

successful black women in order to *hopefully* improve their prospects. Jade, however,

struggles to connect with her mentor - Maxine - because Maxine grew up surrounded by

wealth. The author shows these divides along wealth and class lines within race and how

this affects relationships between wealthy and poor black women, whilst also showing

how racial divides affect the relationship between Jade and her equally poor white

friend, Sam.

The book had also exposed to the cultural issues that females have faced. For

example, Jade describes herself as a bigger girl, and the book proceeds to consider

standards of beauty and how they are forced upon us. Throughout the book she drops

her thoughts of her body insecurity. One event, she had overheard boys looking over the

crowd of people to rate women by physical appearance. As the boys had lead their

conversation on her’s, she had pretended to not not hear. As she had begun to leave the

property, one of the boys tried cat calling her to get her attention. Because it was

unwanted attention, she ignored him and kept walking. This left the boy change his

“friendliness” into anger and began demeaning her with words. She had said, “He calls

me every derogatory name a girl could ever be called. I keep walking. Don’t look back”

(p.94).

To discuss about the other given criterias in Part Two, the book contains so many

different experiences and cultural topics, it was very open and easy to critically think
 Sumner & Jessup 18

and reflect! For one, the book had really open my eyes to my privilege as a caucasian

reader. It is not strange anymore to read a book with a diverse set of characters, or a

book that explores white/people of color (POC) racial divides, but the real test of

equality will not be when it's normal to see many POC among the white people on our

screens and in our books, but when relationships between POC (of different

class/religion/background/etc.) are explored as much as the relationships between

white people.

The book is demonstrated in such a unique way. Not only does the book present

itself with the cover of a beautiful collage, that we may only assume is one of Jade’s

pieces, but the book flows with a sense of poetry and love for language. Throughout the

book, there is a sense of power through art. When she is sad, her art is what brings her

up and rejuvenates her persistence to achieve her dreams. For example, even though she

is always reminded of where she comes from (the ghetto), she still finds the beauty in

everything. Walking down the broken concreted streets with weeds poking out and walls

of graffiti, she still notices a value. She finds beauty in the disregarded and even later

curates work that speaks to current issues, that is made by artists from marginalized

groups (p.227).

Each chapter is given a new Spanish vocabulary word that sums up Jade’s

thoughts and emotions but, the chapter also follows through the story within her

thought process. Some chapters are only one page, but gives profound words and

intensity to her expression of feelings and ideas by the use of distinctive style. “To give

myself a way out. A way in. Because language can take you places (tener exito- to

succeed)” (p.17). The spanish words aren’t only presented, but intertwined with a deeper
 Sumner & Jessup 19

meaning. As you learn her love for language, she plans to use Spanish to leave the

country and participate in the study abroad program!

The strengths of the book is how the book presents Jade’s perspective and the

information about socioeconomic differences and the dynamics between friends and

families. The weaknesses of the book is that it isn’t easily seen being used in all ages. I

can see it being read by a seventh grader and up, so it does limit its audience.

In conclusion, not only incredibly exceeding the generally-accepted criteria of

quality for its genre, the book leaves universal messages that may be enjoyed and

understood across generations through its themes. Exposing and informing issues of:

identity, self-image, race and gender bias, privilege, and power of art, Jade is presented

as powerful role model. She helps other students, works hard in school, is creative with

her art, and stays true to; herself, her mother, her father, her mentor, Maxine, and her

friend Lee Lee. Through all of those challenges, she teaches us powerful lessons to:

speak up for yourself, not give up on people when they disappoint you, know your worth

and your friends and family value, and that mentorship is a two-way street.

Jamie’s First Honor Book: Medina, J. (2016). Juana & Lucas. Somerville,

MA: Candlewick Press.

Juana & Lucas, by Juana Medina, follows the story of a young girl named Juana

who lives in Bogota, Colombia. Juana likes to draw, hang out with her friends and her

family, read books, and play with her dog Lucas. What she does not like is her school

uniform, the mean fifth-graders at her school, and having to learn “the English” in Mr.

Tompkin’s class. Why should she have to learn “the English” when she already knows

Spanish and it is soooo much easier to understand? She asks her friends and family

what they think, but they all seem excited about English learning. “Learning English is
 Sumner & Jessup 20

imperative to helping our nation grow in the global economy,” says her neighbor Mr.

Sheldon (Medina, p. 37). “We think it’s fantastico!” say her friends the Herrera brothers

(Medina, p.38). Juana does not realize how important English is to those closest to her

until her grandpa tells her about his schooling in America and how everyone there only

spoke English, all the time. He finally convinces Juana to start learning English when he

surprises her with a planned trip to Spaceland. Spaceland is in Orlando, Florida, and

they only speak English at the park, so now Juana is determined to learn enough to be

able to talk to all her favorite characters. Her mother wants her to learn, too, since

Juana’s teacher told her mother at her parent-teacher conference that Juana’s grades

were not the best. Juana commits to learning English so that she can get her grades up

and go to Spaceland, saying “From then on, I eat the English, drink the English, even

gargle the English” (Medina, p. 63). With a lot of hard work and help from her friends

and family, Juana is able to learn many new words in English and get her grades up. She

is off to Spaceland! Juana describes all the things she can see from the airplane window,

like mountains, volcanoes, lakes, and the Magdalena River. She describes it as looking

like, “a giant arm reaching out with the tips of its fingers to touch the warm oceano”

(Medina, p. 76). When she finally reaches Spaceland, she is amazed by all the rides,

parks, colors, and sounds. She cannot wait to talk to the characters at Spaceland with all

the new English words she has learned, but when she does, the characters do not answer

back. Even though she is disappointed that the characters did not respond back to her

English, she is still happy that she learned what she knows now. “Because I can speak

English so well, I’ve been able to have fun with a lot of new people and make a lot of new

friends. And who wouldn’t like for that to happen all around the world?” (Medina, p.

88).
 Sumner & Jessup 21

Strengths and Weaknesses

Strengths

● Writing style: The writing style for this book is very playful and youthful, making

it seem like the book was really written by an elementary student. I think this will

draw in younger readers because they are able to relate to the writing style and

content.

● Illustrations: Although this is a chapter book, there are illustrations on every page

and even some that spread across two pages. These pictures do a good job of

breaking up the text so that it feels less like a chapter book and more like a long

picture book. This format is a great way to get students comfortable reading

longer books and can function as a bridge between picture books and full chapter

books.

Weaknesses

● Language: This book would be useful for Spanish-speaking ELLs, but other

students who do not understand Spanish might have a hard time following along.

There are only a few words in Spanish on each page, but they are often important

words that address key elements in the story. These words might be difficult for

readers with no background in Spanish language or culture to grasp.

● Length: The book is longer than a typical picture book, reaching almost 100

pages, which might throw off prospective readers. Some students just do not

want to read thicker books, even if they have pictures, so I can see that being a

challenge with this particular story. However, a book walk by the teacher might

convince these students otherwise.

Part I (Meet one or more criteria from this section.)

 Sumner & Jessup 22

● Portray cultural accuracy and authenticity of characters: The main character of

the book, Juana, is based on the author when she was the same age. The author

grew up in Bogota, Colombia, herself and wrote her experiences directly into the

book. This makes the culture in the book appear to be represented with very

authentic, first-hand knowledge.

● Be rich in cultural details; The book explores many different aspects of Juana’s

culture like food, architecture, clothing, and values. The book also has many

words written in Spanish, so the reader really gets a feel for the culture that

Juana is a part of.

● Provide in-depth treatment of cultural issues: Learning English and bilingualism

are huge cultural issues, not just in the United States but all over the world. For

many, the pressure to learn English starts at a young age, so hearing Juana’s

thoughts on the process first-hand may help readers understand the issue better.

Part II (Meet all criteria from this section.)

● Invite reflection, critical analysis, and response: This book shows one way that

students might react to learning English, but there are so many varied

experiences between ELL students that this is definitely not the only way that

learning English is perceived.

● Demonstrate unique language or style; The writing style in this book is not like

any other writing I’ve seen before. It is almost like it is written in diary format,

with some words bolded or made bigger to show emphasis, little sprinklings of

Spanish words, and one-page inserts describing things that Juana likes, dislikes,

or thinks are important.

 Sumner & Jessup 23

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

written: This book has a well-developed story line and interesting, fleshed out

characters. Juana & Lucas even won a Pura Belpré Award, which is an award

given to Latino and Latina writers and illustrators whose work best portrays the

Latino cultural experience (ALA, 2018).

● Have an appealing format and be of enduring quality: I think this book is an

effective way to introduce students to chapter books without making them read

walls of text, and it is a perfect book to read to students to introduce them to

another language and culture.

Kate’s Second Honor Book: Gratz, A. (2017). Refugee. New York, NY:

Scholastic.

Refugee is about these three young people’s journeys in search of refuge. What

the author, Alan Gratz, does nicely is intertwine these separate stories, of persons

seeking asylum, using similarities. Although all of the characters’ origins are different,

their homelands that they are fleeing from, the reasons they are fleeing, and even the

years between their journeys, their stories tie together. A flee for hope for a future from

similar injustices.

Josef is a Jewish boy in 1930s Nazi Germany. With the threat of concentration

camps looming, he and his family board a ship bound for the other side of the world.

Isabel is a Cuban girl in 1994. With riots and unrest plaguing her country, she and her

family set out on a raft, hoping to find safety and freedom in America. Mahmoud is a

Syrian boy in 2015. With his homeland torn apart by violence and destruction, he and

his family begin a long trek toward Europe.

 Sumner & Jessup 24

This book has a great connection to one of our world-wide current contemporary

issues. Wars within the Middle East has caused a lot of families to leave their homes to

find refuge! Today, I see a conflict with fear and anger being mixed with ignorance.

Many Americans, today, associate Arabs to be terrorists and without the attempt to

reachout to the individuals, they so easily judge, they spit anger. I have witnessed many

of our citizens say that the refugees are too different to live in the United States and that

they must be cautiously watched over.

This would be an outstanding way to change the hatred thought processes of

many. The book chooses to present the current and historical problems of war and

refugees through the eyes of children, that would promote an opportunity to understand

across the lines of culture, race, values, and ethnicity and recognize the similarities

among them all.

The book provides cultural accuracy to all of the given refugee children. The book

gives an accurate historical setting and has the children and their companions act out

the various: feelings, emotions, and interactions as any real person would. For example,

there are a lot of scenes where the children had grown into the adults as they understood

how to survive.

For Josef, he had to act as the man of their household ever since his dad was

taken away into a concentration camp. Later down the road, his father had survived and

was reunited with his family, but he had changed. He was always on edge and felt as if

he was being followed or lead to his demise. Josef hadn’t recognized his father anymore.

He used to idolize his father, but from then on only saw him as a broken old man. “But

in the past six months, Josef and his father had trade places” (p.133). Josef had learned
 Sumner & Jessup 25

to think and act quickly in means to survive. In one quick event, he had to shock his dad

into acting normal by slapping him and telling him lies that the Nazi’s were after him.

After so many bombings Mahmoud noticed he and his brother being

desensitized. Over time his brother had become an emotionless robot and he, himself,

had grown out of games. When he and his family had finally made it to the Turkey

border, he had noticed the families around him. “Their children looked like miniature

versions of them and acted like miniature adults too- there was very little crying and

whining, and none of the kids were playing… They had all walked too far and seen too

much” (p.87)

Reflecting on the book, how may someone not empathize for the children who are

forced to find a solution for survival through the traumatic events! Containing multiple,

and unique, viewpoints from different parts of the world, we are given the perspective

and read experiences of refugees during their search for refuge. (weakness) Though the

chapter book isn’t meant for all ages, it is definitely a book to hold onto until your

children become of age to understand the: realistic and tragic events. The biggest

strength isn’t just having the stories written through a child’s view, but that the book

represents a universal message that may be understood and enjoyed across generations.

A great start to showing empathy towards other people from different lands and to show

generosity to those who are in need.

Jamie’s Second Honor Book: Jin-Ho, J. (2016). Look up!. New York, City,

NY: Holiday House.

For my second honor book, I chose Look Up! by Jung Jin-Ho. Although the book

only has a few sentences, the story is still very rich and shows different aspects of what it

is like to live with a disability. The story starts off with a young, unnamed girl rolling her
 Sumner & Jessup 26

wheelchair out onto a balcony. She watches as the people walk by below her,

commenting, “They look like ants” (p. 7). She watches them as they walk in the sun, in

the rain, and as they rush past in a big mob, encouraging them to look up and see her.

Finally, a young boy stops and looks up at the balcony. “Come down!” he says, “You can’t

see well from up there.” “You’re right!” the girl on the balcony replies, “I can only see the

tops of people’s heads from up here” (pp. 19-20). Because the girl cannot go down to the

street on her own, the boy on the ground lays down so that the girl can see him better.

One after another, more people join the boy laying on the ground until a whole group of

people are lying down, looking up at the balcony. The girl looks up and smiles, and the

next page has the first appearance of color in the book. Now the girl and her friend are

down on the ground, sitting underneath a blooming tree. Her wheelchair sits next to

her, and she and her companion look up and smile. The ending page is the empty street,

with the blooming trees scattering pink petals over the ground.

Strengths and Weaknesses

Strengths

● Lack of text: This book has less than ten sentences in it and relies mostly on the

illustrations to tell the story. This style would work well for Special Education

students or ELL students who might rely more on pictures in order to find

meaning from stories. It also provides a means for readers to tell their own

interpretation of what’s going on in the pictures

● Clear illustrations: The style of illustration is simple, hand drawn sketches with

only a few spots of color on the later pages. The illustrations are easy to

understand and are simple enough that students can come up with what is

happening and what might happen next for each page.

 Sumner & Jessup 27

Weaknesses

● Lack of text: Although a book consisting of mostly pictures may help some

students, others may find the lack of text to be confusing or boring. This book

would therefore require some support by the teacher to make it engaging for a

whole class.

● Subtle message: The pictures are simple and are very similar from page to page,

so it may be hard for some students to understand the meaning behind the story.

Students might miss entirely that the main character is in a wheelchair and

overlook what importance that plays in the main conflict of the book.

Part I (Meet one or more criteria from this section.)

● Portray cultural accuracy and authenticity of characters: We do not know much

about the main character other than that she loves to people-watch, wishes she

could go down and interact with people, and that she uses a wheelchair. Despite

this lack of knowledge, we are still shown that the main character has dreams,

wishes, and thoughts that relate to the world around her. She is more than just a

two-dimensional character based on her disability.

● Honor and celebrate diversity as well as common bonds in humanity: The main

character, although different from the people she watches in some ways, is

fascinated by them and longs to interact with them. The interaction between the

main character and the first boy who stops and looks up is heartwarming, and the

parade of people who stop and lay down after him make for a sweet moment.

● Include characters within a cultural group or between two or more cultural

groups who interact substantively and authentically: Everyone who stops and

looks up at the balcony has a different background and different experiences, but
 Sumner & Jessup 28

they all come together and lay down under the balcony because they understand

on some level what the main character is feeling.

Part II (Meet all criteria from this section.)

● Invite reflection, critical analysis, and response: The book does not have many

words and relies mostly on pictures, so the meaning of each page and the overall

story can be up to interpretation. Sometimes it is the books with the least words

that draw the most interesting reactions.

● Demonstrate unique language or style: I have not seen many books that have so

little text or this style of illustration, so I thought the book was very unique.

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

written: Even though the art style is a bit simple and there is not much text, I

think the book is formatted well and is a quality piece of writing.

● Have an appealing format and be of enduring quality: The cover art is bright and

draws the eye, and the simple illustrations and text make the book one that is

good for many students at different grade levels.

Additional Book Evaluations

Osborne, L. B. (2016). This land is our land: A history of America. New

York, NY: Abrams.

This Land is Our Land by Linda Osborne is a 2017 YALSA Award Nominee for

Excellence in Nonfiction and offers many explanations to questions about past and

present immigration policies of the United States. Important and relevant to

contemporary issues in the United States, the book explains paradoxical American

attitudes toward immigrants. The book explains the complexity of how a country that
 Sumner & Jessup 29

had been known, for many centuries, as the land of opportunity, has so many citizens

with anti-immigrant attitudes and behaviors.

The U.S. is a land that originated from blue-collar labor and grew great through

these accomplishments. This book explores the views of those who have been

discriminated against and restricted in their “American Dream” ; it also explores how

the U.S. government’s policy and popular responses evolved. The book also provides

many photos and illustrations that are accompanied with captions, and it includes a

bibliography, index, and author’s note. By providing a diverse understanding of

immigrant history and how it developed into today’s views, the book is informational

and authentic for children and adults.

Strengths and Weaknesses

Strengths

● Informative: This book would be a good resource for history projects, lessons,

and read-alouds during specific units. The information is presented well and the

sources where the information come from are all credible.

● Pictures: The pictures added to each page break up the walls of text and add

context to what subject is being discussed.

Weaknesses

● Text heavy: The book is very text heavy despite the numerous pictures included,

and it may be hard for some students to get through.

● Mature content: As with the history of any country, there are going to be periods

of time where some of the content may be too mature for younger students.

Whether it is because the content is inappropriate or because the students would

 Sumner & Jessup 30

not be able to understand the complex issues, books with mature content tend to

have a more limited audience.

Part I (Meet one or more criteria from this section.)

● Portray cultural accuracy and authenticity of characters: The information in this

book is presented in a very factual way and is backed up by several credited

sources. There are some opinions in the book like when the author talks about

their own family or different events, but the different cultures and experiences

are still presented in an accurate and authentic way.

● Be rich in cultural details: The book goes into detail about why many people from

different countries immigrated to the United States, and how the cultures

changed and shifted once they got here.

● Provide in-depth treatment of cultural issues: Immigration is a hotly debated

topic right now, and the book explains many of the reasons for surges in

immigration to the United States.

Part II (Meet all criteria from this section.)

● Invite reflection, critical analysis, and response: As with any book on a

controversial topic, there is always room for analysis and response. Because

immigration reform plays such a big role in politics these days, it is likely this

book will start to show up on people’s radar.

● Demonstrate unique language or style: The combination of facts, images, and

other information makes for a interesting and engaging experience. For readers

who are used to longer books, this will be a story that keeps you reading until the

very end.
 Sumner & Jessup 31

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

written: the book is formatted nicely and does an effective job of introducing

information while not feeling too much like a textbook. The pictures add another

layer of engagement and are well placed throughout the book.

● Have an appealing format and be of enduring quality: This book is one that is

easy to pick and read from any page, mainly because of its well-formatted pages

and smooth flowing text. As the history of American immigration expands and

changes, it will be interesting to see how this book will connect the past and the

present.

Ruurs, M., & Badr, N. (2016). Stepping stones: A refugee family’s

journey. Bellingham, WA: Orca Press.

Stepping Stones is the story of a young girl and her family attempting to flee war-

torn Syria. At the beginning of the story, the main character, a young girl named Rama,

is reminiscing about what life was like before the conflict. She would wake up every

morning to a fresh-made breakfast by her mother and play outside with her brother

Sami and her friends. She used to listen to her father tell stories when he got home from

work and her grandpa used to fish all day long. That was before war began affecting

their country, and now food is becoming scarce and other villagers are leaving every day.

Soon there is a stream of people leaving the village, “...across dusty fields under a

burning sun…” (Ruurs, p. 7). At first, Rama’s parents did not want to leave like the rest

of the people in their village, but bombs were falling closer to their house every day and

they had to make a hard choice. The whole family set off on the same path as their

friends and neighbors, walking and walking for days on end. When they reached the

ocean, they boarded a boat and sailed for anywhere that was safer than their home. After
 Sumner & Jessup 32

they landed, they walked even further, until finally they reached a place where there

were no more bombs, guns, or fighting. Rama and her family were welcomed to their

new home with open arms, food, and even a new doll. Finally, Rama and her family

could be free again like in the old days. “The lucky ones, they call us. New memories,

new hopes, new dreams. Not of war, but of peace” (Ruurs, p. 18).

Strengths and Weaknesses

Strengths

● Illustrations: This book has some really amazing artwork created by a man living

in Latakia, Syria. Each picture is made up of a series of pebbles all stuck together

to form an image, and it really helps tell the story.

● Bilingual: This book is written in English and Arabic, with each page featuring

the same text in both languages. This would be an effective way to get Arabic-

speaking ELL students looking for the similarities and differences between the

two languages and begin to learn more about the translations.

Weaknesses

● Mature subject: Students might not understand the concept of war or having to

leave everything behind, so the meaning behind the story may go over their

heads.

● Illustrations: Although I think the illustrations are amazing, some students may

have difficulties connecting the pictures to the text, or seeing what the pebbles

are representing. Because of this, it may be harder for students to understand

what is going on in each page and how the picture ties into it.

Part I (Meet one or more criteria from this section.)

 Sumner & Jessup 33

● Portray cultural accuracy and authenticity of characters: Although the author is

not a Syrian refugee herself, she has traveled all over the world and spoken with

people that have been in that very situation. She had enough background

knowledge and did her research in order to make sure the characters were

accurately, although simplistically, portrayed.

● Provide in-depth treatment of cultural issues: The story is told through Rama’s

eyes, so readers experience the fear and uncertainty that she is feeling throughout

her experience. For many readers it would be hard to grasp having to leave

everything you know behind and start over, and this story does a effective job of

describing what that might be like.

● Include characters within a cultural group or between two or more cultural

groups who interact substantively and authentically: In the book, Rama interacts

with her family members and friends in the different contexts of her culture. Her

mother is her caretaker and someone she looks up to. Her brother is her best

friend and they play and spend time together. Her father and grandfather are her

providers and she loves to listen to their stories and wisdom. These interactions

make the characters come alive and add an interesting layer to the story.

Part II (Meet all criteria from this section.)

● Invite reflection, critical analysis, and response: The war Syria is still ongoing

every refugee has a different story to tell. The author is not from Syria, nor is she

a refugee, so it will be interesting to see what sort of criticism/reflection this book

receives.
 Sumner & Jessup 34

● Demonstrate unique language or style: I have never seen a dual-language picture

book before so this was an entirely unique book to me.

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

written: The book is well-written and the sentences have a smooth, almost poetry

like quality. The illustrations connect to the text and provide a deeper meaning to

the story that wouldn’t be present without the pictures.

● Have an appealing format and be of enduring quality: The illustrations in this

book are incredibly beautiful, even though what they are depicting is often sad or

complex. The usage of pebbles and stones for the illustrations almost makes the

harsh reality of the story a little softer, so that readers are not put off by the

seriousness of the topic.

Conclusion

I (Jamie) learned a lot about literature databases and where to find good

multicultural books. I would like to use the literature databases that I learned about to

explore more multicultural books and learn which are the best for my classroom. It

would also be interesting to learn more about the selection process for various awards,

and how all the books taken into consideration get nominated.

Through the process of this assignment, I (Kate) had learned a lot! I now know

where to find brilliant multicultural/global books for my personal reading and my future

students. Through the process of evaluating, summarizing, and critiquing the given

books, I learned how any book that wins an award must go through a lot of criteria, and

even then may be debated on whether it is worth the medal, or just an honor. I also

learned more about myself and my views on multiculturalism after reflecting on my

definition of its literature. I still do want to do my own research to see how a committee
 Sumner & Jessup 35

is chosen to give out the awards and how long and extensive their debates are for when

they choose a book. I think sitting in on a committee debating on why a book should be a

winner would further deepen my understandings of multicultural books with

explanations.

If we were to do the assignment again, we probably would have partnered up

sooner since we chose such similar books. It would also be nice to have more check-ins

during the semester since this is such a large project, and to have the assignment broken

down into smaller parts throughout the semester so that the end is all about pulling

everything together and polishing it. Much of what we read for this assignment is related

to the genres and writing styles we studied throughout the semester, and our new

knowledge of multicultural literature will definitely help us succeed in future classes and

in out careers. As Rudine Sims Bishop said, “literature is one of the world’s most

powerful components of a multicultural education curriculum, the underlying purpose

of which is to help make the society a more equitable one.” (Tunnell, et. al., 2016,

p.202).
 Sumner & Jessup 36

Bibliography

Britt, P. , Qualls, S., & Aiko, S. (2017). Why am I me?. New York, NY: Scholastic.

Children's Literature and Reading Special Interest Group. (n.d.). ABOUT NBGS

Notable Books for a Global Society. Retrieved from

http://clrsig.org/nbgs.php

Chu, M. C. (2016, December 3). Defining "Multiculturalism". Retrieved from

https://www.ifla.org/publications/defining-multiculturalism

Gratz, A. (2017). Refugee. New York, NY: Scholastic.

Jin-Ho, J. (2016). Look up!. New York, City, NY: Holiday House.

Levy, D., & Baddeley, E. (2016). I dissent: Ruth Bader Ginsburg makes her

mark. New York, NY: Simon & Schuster

Medina, J. (2016). Juana & Lucas. Somerville, MA: Candlewick Press.

Osborne, L. B. (2016). This land is our land: A history of America. New York,

NY: Abrams.

Ruurs, M., & Badr, N. (2016). Stepping stones: A refugee family’s journey.

Bellingham, WA: Orca Press.

Tunnell, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2016). Children’s

literature, briefly. 6th Edition. Upper Saddle River, NJ: Pearson/Merrill Prentice

Hall

Watson, R. (2017). Piecing me together. New York, NY: Bloomsbury.

Welcome to the Pura Belpré Award home page! (2018, February 12). Retrieved

from http://www.ala.org/alsc/awardsgrants/bookmedia/belpremedal

Woolfolk, A. (2016). Educational psychology. 13th Edition. Boston, MA: Allyn

and Bacon
 Sumner & Jessup 37

Images

[Photo of multicolored hands] Retreived from

https://www.bridgeportedu.net/cms/lib/CT02210097/Centricity/Domain/367/

multicultural-day_header-2.jpg
 Sumner & Jessup 38

COLLABORATION FORM

Working together on an assignment or project means sharing the responsibilities

for completing that assignment. While each member will naturally shoulder

different responsibilities while working on the project, collaboration does not

mean merely tacking someone else’s name to the project so that they can earn

credit for completing it. Listed below are the members of our collaborative group

along with our signatures. We have also specified the aspects of the project for

which each one of us was responsible and rated ourselves on our collaborative

work.

Names of Group Responsibilities Self-Assessment

Members &
Signature

Read all of the books. I had done all of the given

Kaitlyn Sumner Write purposes. responsibilities we have
Discuss and describe an given each other and
additional resource looked over it together,
along with NGBS with given checklist and
criterias. criteria to make sure we
Pick Chosen Winner did each other’s part
and two Honors and correctly. I am happy
discuss and describe with what Jamie and I
them along with NGBS had done!
criterias.
Overlooking the project
before submission.
Collaborate for chosen
quotes from sources
that aren’t from our
multicultural books.
Write your own
description of
multicultural/global
literacy, reflection of

assignment, and steps
of process.
Read all of the books.
Jamie Jessup Write introduction and
conclusion.
Discuss and describe an
additional resource
along with NGBS
criterias.
Pick Chosen Winner
and two Honors and
discuss and describe
them along with NGBS
criterias.
Overlooking the project
before submission.
Collaborate for chosen
quotes from sources
that aren’t from our
multicultural books.
Write your own
description of
multicultural/global
literacy, reflection of
assignment, and steps
of process.
Found and placed
picture.
Our signatures above attest that we all contributed equally in this project.
Sumner & Jessup 39
I think me and Kaitlyn
worked well together,
and we did a good job of
splitting up the work
evenly and overseeing
each other’s writing. It
was interesting to see
how someone who read
the same books could
have such different
opinions about them. I
think these different
ideas about which
books were winners and
why they fit the criteria
are what really made
this paper unique and
interesting. I am very
proud of hat me and
Kaitlyn were able to
accomplish.