Tag Archives: Culture

Emmanuel’s Dream

Posted on December 5, 2018 by | Comments Off on Emmanuel’s Dream

Title: Emmanuel’s Dream

Author: Laurie Ann Thompson

Illustrator: Sean Qualls

Publisher and Year: 2015 Schwartz & Wade

Number of pages: 40

Tags/Themes: Award Book, Culture, Diversity, Non-fiction, 2-3, 4-5, Evan White

Genre: Africa, Biography, Non-Fiction, Children’s, Cultural, Picture

Descriptive Annotation: Emmanuel’s Dream is about a young boy, Emmanuel, who was born with one good leg in Ghana, West Africa.  His father left the family, but his mother supported him.  Emmanuel would shine shoes for money and bought a soccer ball to play with the school children.  Through this, the school kids respected Emmanuel playing soccer with one leg.  When he became older, Emmanuel went to the city of Accra to work for money.  In the city, he would get discriminated against for having a disability.  He decided he would buy a bike, ride it across and share a message of how people with disabilities can achieve great things.  He rode his bike over 400 miles and became a national image.  Film crews followed him to share his message.

Classroom Application: This text reinforces geography and culture.  The book shows how the boy lives in West Africa, an area the students probably won’t know much about. The story demonstrates Social and Emotional Learning Standards by demonstrating skills related to achieving personal and academic goals.  Emmanuel didn’t let society tell him what he could and couldn’t do.  He created a personal goal of showing his country people with disabilities are strong, and he accomplished it using his skills and using external resources, like getting a film crew and a bike.  This stretches the students mind by showing them they can be strong by destroying harmful norms in their society in ways that are small and unique to the individual student.

Linguistic and Cultural Diversity Analysis: This book shows the society of Ghana.  It can foster inquiry of how students from across the globe have strong goals and can achieve them, even when their society is trying to dictate how they should act. “Shopkeepers and restaurant owners told him to go out and beg like other disabled people did.  Emanuel refused. Finally, a food stand owner offered him a job and a place to live” (17).  With a little support, he was able to achieve his goal. “The farther Emmanuel rode, the more attention he got. Children cheered.  Able-bodied adults ran or rode along with him.  People with disabilities left their homes and came outside, some for the very first time.  The young man once thought of as a cursed was becoming a national hero” (30).  Emmanuel was changing the norms and culture in Ghana for how to view people with disabilities, and was met with enthusiasm for his actions.  In Ghana, the book shows the citizens view people with disabilities harshly, telling them to beg, or even abandoning them.  Emmanuel was changing that culture climate.  I might introduce this book by showing the students what Ghana is like, showing the students the landscape, grasslands, narrow highways, and the rain forest.  I think seeing the landscape will have the students think the bike riding is more impressive than the book depicts .  The book mostly shows Emmanuel talking to people, but I also want to the students to see how tough riding a bike would be to appreciate the work while reading or listening.

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A Different Pond

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Title: A Different Pond

Author: Bao Phi

Illustrator: Thi Bui

Publisher and Year: 2017 Capstone Young Readers

Number of pages: 32

Tags/Themes: Award Book, Culture, Diversity, Family, Historical Fiction, Picture Book, K-5, Evan White

Genre: Family, Picture Book, Children’s, Cultural

Descriptive Annotation: A young Vietnamese boy and his father wake up very early one day to go fishing.  The two go to a shop to buy some bait fish.  At the shop, the shop owner asked why they came so early, and the father explained how he got another job, so they needed to fish earlier for food.  Once at the fishing pond, the boy’s father shares a story how the pond reminds him of a pond in his old home in Vietnam before the “War” (implied Vietnam War).  The father shares how he would go fishing for food with his brother, how they would fight side by side.  After his brother died, the father went to America.  The young boy feels proud of himself for catching a big fish to eat later that day with his family.  When they arrive home, the mother starts cooking the fish, while the father goes to work. The authors note explains how the author’s parents were refuges from the Vietnam War, and wanted to write a book similar to his experiences.  From the story, it is not clear the family are refugees until the reader reads the author’s note.  It might be helpful for students to know there was war in Vietnam, and possibly what a refuge is to explain why the father needed multiple jobs.

Classroom Application: This book can be used to reinforce content from history or social sciences.  The book can be used to demonstrate how families have had to leave their home country because of war, but also how those families can still keep their family tradition, in this case, fishing.  This book can stretch students’ thinking about reasons why people need to work multiple jobs.  Thereir can be numerous reasons, and the students can be open to different reasons people need to work multiple jobs and fund ways to save money to make a living.

Linguistic and Cultural Diversity Analysis: This book represents Vietnamese American culture, especially those who are refugees. It teaches how refugees work very hard to survive in America. “ “You’re here early today,” the bait man says.  “I got a second job,” my dad explains. “I have to work this morning.” “On a Saturday?” the bait man asks. My dad nods.” (7).  From the bait, they caught a few fish. “Dad smiles, his teeth broken and white in the dark, because we have a few fish and he knows we will eat tonight.” (18).  This quote shows how this family have to be creative to get food showing the creativity and hard work of refuges to make a living.  I might introduce this book by having the students discuss a specific location the students spend time with their family or guardians. The pond is a place of recurring fishing for the father and boy, and the students might have a location where they spend a lot of time with their family.

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Grandmother’s Dreamcatcher

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Title: Grandmother’s Dreamcatcher

Author: Becky Ray McCain

Illustrator: Stacey Schuett

Publisher and Year: Albert Whitman and Company, 1998

Number of pages: 32

Tags/Themes: Culture, Family, Fiction, 2-3, Evan White

Genre: Children’s, Cultural, Realistic Fiction, Picture Books, Native Americans, Family

Descriptive Annotation: A little Chippewa girl is dropped off at her grandmother’s house while her parents look for a new house.  While the girl stays over, she has night terrors.  Her Chippewa grandmother decides to teach her granddaughter how to make a dream catcher.  As they were crafting the dream catcher, the grandmother told a story about how the dream catcher came to be.  The “Great Spirit” sent a vision to a tribal member on a spider creating a giant web to catch all the bad dreams.  Once they made a dream catcher, the little Chippewa girl stopped having night terrors and made two more dream catchers for her parents.  At the back of the book, there are instructions on how to make a dream catcher.

Classroom Application: I would use this text to reinforce art and culture of Native Americans.  I think this book tells a feel-good family story that teaches about the significance of dream catchers.  In the story, the grandma explains how the dream catcher is important to their family and cultural roots.  Then I would teach the students the differences between Native American dream catchers and American dream catchers.  Typically, American dream catchers are more complex and flashier, while Native American dream catchers have beads and feathers, nothing flashy or anything for aesthetic purposes.  This could be a good time to talk about respecting Native American culture and how making dream catchers more ascetically complex is disrespecting their culture.   I also think this story would be really good with compare and contrast.  There are different origin stories for the dreamcatcher, and it could be a fun compare and contract unit to read different stories on how the dreamcatcher was created.

Linguistic and Cultural Diversity Analysis: This story represents Native American culture but more specifically the Chippewa story of the dream catcher’s origin story.  This story fosters a respect for Native Americans and respect to their values and little aspects of their culture. The students would learn a little history of the origin of dream catchers . “So her grandmother did what our people still do.  She asked the Great Spirit for help, and she was given a vision of a dreamcatcher circle.  It had feathers on it just like yours and mine, but inside was empty.  When this grandmother hung the dreamcatcher above the grandchild’s head, a spider came down and made the web inside.  All the child’s dreams were then caught in that web to go to the Great Spirit.  Only the sweet dreams were permitted to go back to the girl” (16).  I think you can have a discussion on how values and cultural ideas get passed down to continue and how individuals can support cultural values, like how the grandma taught her granddaughter .  Then in the story, the little girl makes a dreamcatcher for her parents to continue their cultural values. “Each day, Grandmother and I are busy with our work.  We sew beads on leather to make hair ties for Mama.  Grandmother takes me fishing, and I find a special feather just for Daddy.  We make a dreamcatcher for mama and Daddy” (27). To introduce this book, I would ask the students what they know about dream catchers and their origins and how they imagine them.  They could draw or describe what they have seen in their lives.  The drawings or description can be used to compare after the book and looking at traditional dream catchers.

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Desmond and the Very Mean Word

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Title: Desmond and the Very Mean Word

Author: Archbishop Desmond Tutu and Douglas Carlton Abrams

Illustrator: A.G. Ford

Publisher and Year: Candlewick Press, 2012

Number of pages: 32

Tags/Themes: Culture, Diversity, Emotion, Fiction Picture Book, 4-5, Evan White

Genre: Africa; Children’s; Cultural; Picture Books

Descriptive Annotation: Desmond is a young boy in a village in Africa who received a new bike.  He was very proud and wanted to show it to Father Trevor at his church.  While riding his bike he came across a few boys who called him “a very mean word.”  The mean word bothered Desmond and he couldn’t get it off his mind.  Father Trevor taught Desmond how one way to help heal the pain is to forgive the one who caused the pain.  One day Desmond finds the boy in a shop and says he forgives him.  Desmond felt relieved and stronger afterwards.  Later the boy gave him a piece of candy and Desmond thought how people can change if you forgive them. The author’s note explains how the story has some truth to it and explains who Father Trevor was.  Although the mean word is never said it can be implied to be a racial slur.  The students may need some inferring skills or be used to practice inferring before reading this book to fully understand why Desmond is upset and the history of why racial slurs are as damaging as they are .

Classroom Application: This text meets Social and Emotional Learning Standards for using resources for emotional help and establishing positive relationships.  Desmond identified and used external resources for his emotional stress.  Father Trevor was able to guide Desmond on how to cope with his emotions, like how students need practice asking for help when in emotional strife.  Desmond was also able to identify his emotions and used a coping mechanism, that of forgiving others.  This teaches the students not to hold onto anger or grudges and moving on can be part of the healing process for emotional anger. This book can be used to teach students forgiveness is a key to the healing process.

Linguistic and Cultural Diversity Analysis: This book represents how black people persevere from racial slurs from a young age.  Desmond lives in Southern Africa where lighter skinned people have social privilege.  Kids grow up hearing racial slurs. “The boys scattered out of the way, but the tallest, a red-haired boy, spat out a very mean word.  The other boys laughed and shouted the mean word again and again.  Desmond pedaled away as fast as he could.  His heart pounded, and his chest ached” (7).  From this ache, Desmond went to Father Trevor.  The church is very prevalent in the African/black culture, since that is an institution they can let their culture shine without other intuitions breaching in.   The church is sanctuary and a place of leadership.  “Father Trevor said very softly, “Let me tell you a secret, Desmond.  When you forgive someone, you free yourself from what they have said or done.  Its like magic”” (22).  Father Trevor is the strong leader that his Desmond and his community relies on.  I might introduce this book by discussing who the students could go to for emotional help, creating a list on the board for everyone to see.  After the book, the students can update their list, to see of the story sparked other people they may not have thought about.

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Ayobami and the names of animals

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Title: Ayobami and the names of animals

Author: Pilar López Ávila

Illustrator: Mar Azabal

Publisher and Year: Shanghai Chenxi Printing CO. 2018

Number of pages: 30

Tags/Themes: Animals, Culture, Fiction, K-5, Evan White

Genre: Africa; Animals; Education; children’s picture book

Descriptive Annotation:  Ayobami and the names of the animals is about a little African girl going back to school after a war.  Her father shows her a path to get to school, but she gets confused and lost.  She then asks for help from the animals in the jungle on how to get to school.  They only help her if she promises to write their name on a piece of paper and give it to them.  When she gets to school, she learns how to read a write, and she give a piece of paper with the animal’s name as she goes back home.  There is no vocab background knowledge to know, but the only back ground the students may need to know is why Ayobami is allowed to go back to school. It may be helpful to explain how having a war  takes away students’ opportunity for education.

Classroom Application: This text can be used to reinforce current events or recent events. This book shows how excited Ayobami is about going back to school because she want able to because of the war.  It is never stated what war occurred, but I think this book could be an introduction and talking about wars across the globe and the effect on students and their families.  I think I would introduce this book by having the kids display how they get to school.  Do they walk, drive, take a bus?  Who do they encounter on their way to school?  This will get them in the mindset to understand how Ayobami gets to school.

Linguistic and Cultural Diversity Analysis: This book represents a group of children in Africa who can’t go to school every day.  This generates conversations about what other places in the world is like, the difficulties people face but also how they have a goal to learn to read and write.  On each page, there are letters art of the scenery, emphasizing the need to learn letters.  “When the war finally came to an end, the teacher went from house to house, telling everyone that the children could go back to school the next day.  The children ran out into the street, shouting with joy.  They laughed and they hugged each other.  They were very, very happy” (1).  This quote shows how enthusiastic the students are for school and displays how much education means to them.  What is most important is the picture associated with this quote.  On the page, there are bullets on the ground, but cracked open.  Coming out of the bullets are letters and painted flowers, showing a new age of hope for the students, along with the students dancing.  “Ayobami’s father understood that she had learned to read and write at school.  He understood that she had made the animals dream about the sound of their names.  Clutching another piece of paper and another little stub of a pencil, the little girl set off to school again, along, the path that lead to the place where hope is born” (30).  This quote shows how proud Ayobami’s father is of her.  He expects greatness from and knows the value of learning reading and writing.  Ayobami also sparked dreams in animals too, which can lead to her being an influence to others on the future.  In the photo, Ayobami is dancing under a cloud that is raining letters.  She has immersed herself in language and is so happy about it.

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Same, Same, but Different

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Title: Same, Same, but Different

Author: Jenny Sue Kostecki-Shaw

Illustrator: Jenny Sue Kostecki-Shaw

Publisher and Year: Henry Holt and Company, 2011

Number of pages: 40

Tags/Themes: Award Book, Culture, Fiction, Picture Book, Social Science, K-5, Evan White

Genre: India; Children’s; cultural; picture book

Descriptive Annotation:  Same, Same, but Different is about two pen pals named Elliot and Kailash.  Elliot lives in America and Kailash lives in India. They write back and forth about their life.  As they write they discover there are a lot of similarities between the two, like climbing trees, taking a school bus, and how they live with their families.  With every similarity, there is a photo to show the cultural differences between the two cultures and a photo of the boys doing the same activity just in different ways. The students need no background knowledge.

Classroom Application: This text can be used to reinforce social science and cultures.  Possibly when learning about continents/countries, a teacher could use this text to learn a little about India.  It can be used to encourage students to think more in similarities with humans rather than finding differences, crafting a social bonding with people of diverse cultures/communities, regardless of where they live.  This book could also be used to introduce pen pals for the classroom, encouraging the students to learn about their new friends’ culture and how it relates to theirs.  This can build appreciation in their real life.

Linguistic and Cultural Diversity Analysis:  This book represents the Indian culture.  It shows beautiful drawings of Kailash living in a diverse yet similar way to Americans that highlights his value.  Kailash shows Elliot how his family, school, and city works outlining some basic cultural values and norms within India.  I think this book could be introduced by teaching the students what a pen pal is, then going into the story.  Ending the story with starting a pen pal assignment to put in practice what the story spoke about .  There is much to ask about a pen pal and learning differences and the value in those differences.  “That is my tree house where I play. I live in a red brick building with my mom, dad, and my baby sister.  I live with my family too-all twenty-three of us-my mom, dad, sister, brother, grandmother, grandfather, aunties, uncles, cousins…” (8).  This quote is awesome because it shows how what American culture sees extended family can be internal for other people.  In addition, this is common for families in America too.  “A great river flows through my village.  Peacocks dance under trees shaped like umbrellas” (13).  This quote shows how beautiful Kailash’s village is.  The page has bright colors with beautiful buildings with peacocks dancing.  It’s very elegant and shows so much value in their city Kailash loves.

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Funny Bones

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Title: Funny Bones

Author(s) Duncan Tonatiuh

Illustrator/Photographer Duncan Tonatiuh

Publisher and Year: Harry N. Abrams, 2015

Number of pages: 40

Tags/Themes: Award Book, Culture, Diversity, Fine Arts, Non-fiction, Picture Book, 4-5, Evan White

Genre: biography; art; history; cultural picture book, children

Descriptive Annotation:  Funny Bones is biography of José Guadalupe (Lupe) Posada.  Lupe was a famous Mexican artist in the late 1800s and early 1900s.  He was most famous for his calaveras (skull or skeleton drawings).  The book starts at Lupe’s childhood and how he learned different art forms like lithography and wood engraving.  As Lupe grew older, he opened his own shop in Mexico City and would draw calaveras in current political events like the Mexican revolution and the corrupt government at the time.  The students will need no background knowledge as the book explains the Spanish words and what Day of the Dead is.  The author’s note has a detailed explanation of Day of the Dead with its history of calaveras.  There is also a glossary of Spanish words for a more detailed definition .

Classroom Application: This text can be used to reinforce social science and used to give more detail into Day of the Dead and its culture.  This book could be used in a series for students to compare and contrast Day of the Dead and Halloween so the students understand the cultural differences and appreciate the differences.  This book does an excellent job showcasing the artwork for Day of the Dead, with the detail in the calaveras.  Funny Bones could also be used to reinforce poetry.  Calavera drawings could have a funny poem with the drawing, and the students can work on creating fun and silly poems.

Linguistic and Cultural Diversity Analysis: Funny Bones would teach about the art culture within the Mexican Culture, diving deep into different aspects of Mexican culture.  I might introduce this book by introducing the art forms of drawing calaveras first or give the students a picture of calaveras, and they have to create a poem around the photo.  Funny Bones also shows different aspects of Day of the Dead.  “On those days, the city was full of vendors who sold pan de muerto (bread), cempasúchil (marigold flowers), alfeñiques (sugar Skulls), and papel picado (paper cutouts).  People bought these and other items to decorate the ofrendas (offerings they made for their loved ones who had died)” (15).  This quote gives an insight into what a day is like and what people would normally buy during this time.  On page 17, there is a drawing of a calavera proposing so another calavera.  “I am sorry Senñor.  But that cannot be.  You’re handsome and all, but too skinny for me!”  This can be a good example for the students for what poems in calaveras are like.  They are short and sweet with some humor in them.  The text is printed on the poster of the calavera drawings with distinct font.

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Child Soldier When Boys and Girls Are Used in War

Posted on December 4, 2018 by | Comments Off on Child Soldier When Boys and Girls Are Used in War

Title – Child Soldier When Boys and Girls Are Used in War

Author(s) – Jessica Dee Humphreys & Michel Chikwanine

Illustrator/Photographer – Claudia Davila

Publisher and Year – September 1, 2015 by Kids Can Press

Number of pages – 48 pages

Tags/Themes – Rylie Loux, 6-8, Graphic Novel, Emotion, Family, Culture, Friendship,

Genre – Graphic Novel

Descriptive Annotation: An ex–child soldier tells his horrifying story, that begins by being kidnapped at the age of 5 and forced to kill his best friend. Michael was abducted by a rebel militia at age five while growing up in the Democratic Republic of Congo in the 1990s. Michel and his best friend, Kevin, are kidnapped with other boys by a rebel militia when they’re playing soccer on the field after school. They’re thrown into trucks and taken to the soldiers’ camp in the hills, where Michael is forced to become a child soldier. While they are kidnapped they are beaten, cut with knives, forced to consume cocaine, and even killed. Michel is blindfolded, a gun is put into his hand, and someone behind him grabs his fingers, puts one on the trigger, and forces it to shoot. A soldier takes off the blindfold and Michel sees he’s killed Kevin. After Michel escapes and returns home, he continues to suffer because his father is kidnapped and tortured and sent to a refugee camp in Uganda. The family joins him there, and after his father’s death, Michel, his mother, and one sister migrate to Canada when he’s 16.

Classroom Application: This is a perfect resource for engaging students in social studies lessons on global awareness and social justice issues, and classroom discussions about conflict, children’s rights and even bullying. This can associate with other historic events that are similar. They’ll also gain an awareness that the horror of child soldiers remains an issue in many countries of the world today, as well as military services. As a teacher, you can ask your students if they know that young adults are forced into the military and where is this still happening in our world today? Another ideology that this book presents is the idea of making a difference in your own and someone else’s life. This story shows how much has changed since the 1990s but how there is always room for someone to make an advancement.

Linguistic and Cultural Diversity Analysis: This book represents the culture of the Democratic Republic of Congo. This story is used to teach students and generate discussion about the history in different countries. Davila’s illustrations stay clear of explicit violence, using facial expressions to convey vividly the rebels’ brutality, the shock of their child captives, and the narrator’s emotional scars. This is giving students a realistic glimpse of what happened in the 1990s. This book also gives important political and historical context to these events.

Quotes –  

“Your family will never take you back now. We are your only family.”

“Working together, we will make positive, changes in the world. As my father used to tell me, “If you ever think you are too small to make a difference, try sleeping in a room with a mosquito.”

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The Skin You Live In

Posted on December 4, 2018 by | Comments Off on The Skin You Live In

Title – The Skin You Live In

Author(s) – Michael Tyler

Illustrator/Photographer – David Lee Csicsko

Publisher and Year – Chicago Children’s Museum, April 1, 2005

Number of pages – 32 pages

Tags/Themes – Rylie Loux, Culture, Diversity, Emotion, Family, Friendship, Poetry, K-5

Genre – Poetry

Descriptive Annotation: This story is a story which explores the concept of skin to encourage self-esteem and to celebrate the ways in which children are both unique and similar. This story uses different activities, metaphors, and examples to show children that everyone is valuable.

Classroom Application: This book can be used in the classroom to to teach children about diversity, cultures other than their own, accepting themselves the way that they are and accepting others. An important quote from the story is “Glows when it shows that it knows we love you skin.” This is an opportunity to compare skin tones and talk about how they are all beautiful. Another way to incorporate this into learning would be to have each student write something that they love about themselves as well as all of their classmates. This creates an inclusive classroom and allows the students to express what they love about each other.

Linguistic and Cultural Diversity Analysis: This story delivers an important message of social acceptance to young readers. On one page, the author portrays an African American little girl with the text “Hey, look at your skin” and on the next page is a Caucasian boy doing the exact same thing with text saying “The wonderful skin YOU live in.” This quote related to the themes that are presented including are friendship, acceptance, self-esteem, and diversity. There are also children’s activities for all cultures, such as swimming in the ocean, hugging, catching butterflies, and eating birthday cake. The major theme of this book is body positivity, and encouraging the idea that even though we all look different, we are all worthy.

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A Ticket Around the World

Posted on December 4, 2018 by | Comments Off on A Ticket Around the World

Title – A Ticket Around the World

Author(s) – Natalia Diaz, Melissa Owens

Illustrator/Photographer – Kim Smith

Publisher and Year – Owlkids, March 17, 2015

Number of pages – 32 pages

Tags/Themes – Rylie Loux, Culture, Diversity, Nonfiction, 2-3, 4-5

Genre – Nonfiction

Descriptive Annotation: This book is about an unnamed boy who visits friends in 13 countries, offering readers a world tour via his first-person narration as he samples foods, views landmarks, and attends cultural events, among other activities. Each country has a small map so that the readers are able to imagine they are traveling too.

Classroom Application and Linguistic and Cultural Diversity Analysis: This is a perfect resource for engaging students to get to know and understand the background and different cultures of the countries. This informational picture book brings engaging nonfiction content to younger readers by showing them how other children just like them live around the world. Students can summarize cultural attributes, like popular food, national animal, official flower and official language all while reading this story. Also students will be able to compare and contrast between the different countries and their own cultural attributes. Many students may not even know about all the different countries, so this is a way to get them involved and learning about cultural differences. “I love to travel. The more places I visit, the more friends I make and the more things I discover.” This can be applied to each students background for students to get to know each other individually.

 

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