Childrens Books Analysis Project

Gender issues:

Sky High by Marissa Moss. Illustrated by Carl Angel. Published by Tricycle Press in 2009.
This book would be appropriate for 1st through 3rd graders in discussing traditional gender
roles for women. This book is based on the true story of Maggie Gee, a Chinese-American
woman who became one of the WASP pilots during World War II. The message of the story
is that when you work hard you can accomplish your dreams even when others dont believe
you can do it. The pictures are very colorful and depict both American and Chinese culture.
One positive aspect of the book is that it encourages kids to make big dreams for their future
and to work hard. The book is very well done and the only caution I would have is there is a
picture of airplanes crashing and falling into the ocean. The teacher would need to be
prepared to discuss questions about war that the children may ask. One thing I would add to
the book is a description of what roles were traditional for women during that time. At the
end of the book there is a page that gives more historical background and it indicates that out
of the 25,000 women applicants only 1,830 were accepted into flight school. I would include
this book in my library because it covers both gender and racial issues. This book could be
used in a study of World War II or simply as a spring board to discuss gender roles.

Not All Princesses Dress in Pink by Jane Yolen and Heidi E. Y. Stemple. Illustrated by
Anne-Sophie Languetin. Published by Simon & Shuster Books for Young Readers in 2010.
This book would be appropriate for Kindergarteners through 3rd graders in challenging
traditional gender roles for females. The book affirms that girls can be active, do sports,
manual work, and get dirty. This book communicates that all girls are princesses and dont
have to fit the mold of being prim and dainty. It also indicates that girls should do what they

enjoy. One negative is that one page seems to suggest that it is okay not to use table manners.
I think that boys and girls need to use table manners. The illustrations are bright and
whimsical and show girls having fun and being industrious. Every other page of the book
mentions that the girls wear a sparkling crown. I understand that this is to emphasize the
point that all girls are special but I believe there are more effective ways to communicate that
to a child. That is one thing I would change about the book. This book has a good message
for girls overall and I would probably have it in the classroom. But because it addresses only
girls I would probably find a different book that addresses gender roles for both boys and
girls that I could use with the whole classroom.
Multiculturalism:

Gods Dream by Archbishop Desmond Tutu and Douglas Carlton Abrams. Illustrated by
LeUyen Pham. Published by Candlewick Press in 2008. This book would be good for
children between preschool and 1st grade in learning how to deal with other cultures. The
message of the book is that we should look beyond differences and treat others with kindness
and respect because we all belong to Gods family. The illustrations show kindergarten age
children from different ethnic groups playing together, greeting one another, and
participating in different forms of worship. It also shows kids resolving conflict during play.
The pictures have a soft and appealing look. I like the promotion of peace, respect, and
friendship among people of different ethnic groups which is supported in the book. However,
I disagree with the authors presentation that all religions pursue the same God. I think the
only change I would make would be to remove the page that portrays all religions as equal
which I do not think is necessary to the message of the book. I think I would include this

book in my class library because it depicts children of all different backgrounds accepting
one another and learning from one another.

People Who Help Us by Rebecca Rissman. Published by Heinemann Library in 2010. This
book would be best for Kindergarteners and 1st graders in learning about the roles of
individuals in communities around the world. The book defines what a community is and
then talks about important people in the community such as doctors, police officers, teachers
and construction workers. The book is filled with photographs of living people from different
countries and backgrounds. For example, there is a picture of a traditional teacher in an
African tribal community and a female doctor in an industrialized country. I like the use of
photographs because they are realistic and could introduce children to a world they have
never seen. The book is very informative for beginning readers and includes a glossary at the
back to help with vocabulary development. One positive of the book is that it shows a variety
of cultural experiences. However, one short coming is that the book does not show those
different cultures interacting with one another. One change I would have made to the book is
to include pictures of multicultural communities. This book is well done but I think there are
other books that do a better job of portraying multiculturalism. For that reason, I would
probably not include this book in my classroom library.

Cultural myths, legends, activities, celebrations, holidays:

Max Celebrates Cinco de Mayo by Adria F. Worsham. Illustrated by Mernie GallagherCole. Published by Picture Window Books in 2009. This book is perfect for preschoolers on
addressing cultural celebrations or holidays. It tells the story about a boy named Max who
spends the day celebrating Cinco de Mayo with his friend Jose and his family. It describes
some of the traditions that Mexicans may do on this holiday, such as eat ethnic food, hold

parades, and play with piatas. I believe the message of the book is that it is fun to learn
about new cultural celebrations. I think the author does a good job of introducing young
children to Cinco de Mayo. One positive is that the book is short and the students would be
able to identify with the young children portrayed in the story. One negative of this book is
that the author does not give any historical background describing why Mexicans celebrate
Cino de Mayo. The illustrations are very colorful which will help hold the attention of young
children. The illustrations also demonstrate racial diversity. Max is African American and
Jose and his family are Mexican. If I could change the book I would add short explanations
about why Cinco de Mayo is celebrated. I would include this book in my classroom library
because it would be a good way to introduce a unit on Mexican history or culture in a
preschool or kindergarten classroom.

The Best Eid Ever by Asma Mobin-Uddin. Illustrated by Laura Jacobsen. Published by
Boyds Mills Press in 2007. This book would be appropriate for 1st through 3rd graders in
addressing cultural celebrations or holidays. This is a fictional story about a girl named
Aneesa as she celebrates the Muslim holiday Eid in the United States with her grandmother
while her parents are on a holy pilgrimage. Aneesa and her grandmother meet a poor Muslim
refugee family and decide to share what they have so that their friends can have a special
holiday. The message of the story is about generosity and showing kindness to people in
need. One thing I like about this book is that it has an interesting story line and presents a
message that is relevant to children of all ages and cultural backgrounds. Another helpful
feature of the book is that there is a short glossary and brief historical description on the last
page. One negative aspect of the book is that it only depicts people of Middle Eastern
descent. If I could change the book, I would have included the parents experience of the

pilgrimage in the story. I think the illustrations help capture the emotions and culture
depicted in the story very well. I would include this book in my classroom library because it
would give children the opportunity to learn a little about a Muslim holiday that is not as
well-known as Ramadan.
Families with diverse lifestyles:

Star of the Week: A Story of Love, Adoption, and Brownies with Sprinkles by Darlene
Friedman and Roger Roth. Illustrated by Roger Roth. Published by The Bowen Press in
2009. This would be a good book for kindergarteners through 3rd graders in learning about
adoption. The story is about Cassidy-Li who was adopted from China. She is preparing a
special poster about herself that she will present to her class during her turn to be star of the
week. She reminisced about her life in America and thought about China and her birth
parents. She worries about the questions her friends might ask about adoption but her parents
comfort her. All her friends love her presentation. The message of the book is that families
are families and it doesnt matter how they are formed. It also communicates it is okay to be
sad sometimes but you should never be ashamed of being adopted. The book is very good for
helping students understand the feelings of someone who has been adopted. I could not think
of anything negative about the book or anything I would change. The illustrations are well
done and capture the ups and downs of Cassidy-Lis emotions. I would most definitely
include this book in my classroom. I could read it to the class and then let my students take
turns being star of the week so we learn about each student and their family.

A Day with Dad by Bo R. Holmberg and illustrated by Eva Eriksson. Published by

Candlewick Press in 2008. This story would be appropriate for 1st through 3rd graders. The
story is about a boy named Tim who gets to spend the day doing fun stuff with his dad who

does not live with him. They think the world of each other and feel sad when they have to
part ways at the end of the book. The message of the book is that even though Tims dad
cant be around all the time he still loves him very much. The illustrations are soft and dull
colored and have a sort of melancholy feel. One positive of the book is that it emphasizes the
importance of the father and child relationship and is honest about the sadness that comes
with the separation. Also, the book ends with hope for Tim, knowing that he will get to see
his dad again soon. One negative is that Tims mother and father do not interact at all in the
story and leads the reader to believe that they are not on good terms with each other.
Although this may be very realistic I see it as being potentially hurtful to the child. If I could
change the book I would at least have the parents say hello and good-bye to each other. I
think this would be an important book to include in the classroom. Not because it is
particularly pleasant but because divorce and separations are extremely common and children
may want to talk about these experiences. However, I would include other books about this
topic that address other scenarios of separation not related to bad relationships, such as a
parent who serves in the military or is separated from the family due to his job.
Families/children from diverse socioeconomic backgrounds:

Kids During the Great Depression by Lisa Wroble. Published by PowerKids Press in 1999.
This book would be appropriate for 1st through 4th graders on discussing poverty in America
during the Great Depression. The book is set up like a documentary and uses photographs
from the 1930s. It describes what it was like for a boy named Andy and his family who lived
through the Great Depression. It describes how they had to move to a smaller house, eat less
food, mend what little clothing they had, and find ways to entertain themselves without toys.
This book is simply educational and tries to give children a basic idea of what it would have

been like to live during that time without being too graphic. One positive is this book
discusses multiple aspects of life that can be affected through poverty and it includes a
glossary in the back for vocabulary development. One negative is that because the book is
based in history about 80 years ago it may not help children to be able empathize with those
who are living in poverty today. Also, I would add to the book pictures of African Americans
and other ethnic groups who lived through the depression so children could understand that it
wasnt just Caucasians living in America during this time period. This is a good book about
the Great Depression and I would include it in my classroom. I would probably use it in a
lesson on American History during the 1930s or in a discussion on economics. However,
there are probably other books that would better address different socioeconomic classes for
children that are based in modern history.

One Hen: How One Small Boy Made a Big Difference by Katie Smith Milway and
illustrated by Egenie Fernandes. Published by Kids Can Press in 2008. This book would be
appropriate for 1st through 4th graders in learning about poverty in other cultures. This book
is based on a true story about a boy who was able to get his family and ultimately his village
in Ghana out of poverty by working hard and raising chickens. The message of the story is
that anyone can succeed if they are willing to use their brain and be industrious. The
illustrations are brightly colored and reflect African culture. The pictures are arranged in a
collage style. The back of the book includes a short biography about the man the book is
based on, as well as brief explanations of similar stories that have occurred in other countries
around the world. There is also a helpful glossary in the back. I like the book because it has a
positive message about working hard and being smart. It also talked about valuing education
and helping others. One negative is the book did not spend a long time discussing the

hardships the boy and his family faced before showing how raising chickens got them out of
poverty. I would have added more about what life was like before the boy had his grand idea.
I would include this book in my classroom and we could use it to talk about life in an African
village verses an industrialized city, or economics (loans, earning money etc.).

EDUC 2301: Childrens Book Analysis Project Assessment Rubric

Student Name:

Semester:
Levels of Mastery

Standards

Meets or Exceeds All

Expectations

Meets Most Expectations

Student SelfAssessment

Meets Few or No Expectations

1. b. Students know and

understand the multiple
influences on development and
learning.

Student provided thorough and

specific written opinions of each
book, including one positive and
one negative observation for each
and identifies age group each
book targets. (9-10 pts.)

Student provided written opinions of

at least 6 books, including one
positive and one negative
observation for each. (7-8 pts.)

Student did not provide adequate

written opinions of at least 6 books.
(0-6 pts.)

1. c. Students use knowledge of

development to create healthy,
respectful, supportive, and
challenging learning
environments.

Student explained specifically and

thoroughly, whether or not he/she
would like to include each book in
his/her classroom library and how
it relates to diversity. (9-10 pts.)

Student explained whether or not

he/she would like to include each
book in his/her classroom library.
(7-8 pts.)

Student rarely explained or did not

adequately explain whether or not
he/she would like to include each
book in his/her classroom library.
(0-6 pts.)

10

Student described specifically and

thoroughly one way in which
he/she would either add to or
change each of the ten books.
(5 pts.)

Student described one way in which

he/she would either add to or
change each of the ten books.
(3-4 pts.)

Student rarely described or did not

adequately describe one way in
which he/she would either add to or
change each of the ten books.
(0-2 pts.)

Student described specifically and

thoroughly, in writing, his/her
opinion of the illustrations in each
book. (9-10 pts.)

Student described, in writing,

his/her opinion of the illustrations in
each book. (7-8 pts.)

Student rarely explained or did not

adequately explain his/her opinion of
the illustrations in each of the books.
(0-6 pts.)

Student described specifically and

thoroughly, in writing, his/her
understanding of each books
message. (9-10 pts.)

Student described, in writing,

his/her understanding of each
books message. (7-8 pts.)

Student rarely or not at all described,

in writing, his/her understanding of
each books message. (0-6 pts.)

10

Student selected and reviewed

two books in the category of
Gender Issues. (5 pts.)

Student selected and reviewed one

book in the category of Gender
Issues. (3-4 pts.)

Student did not select and/or review

any books in the category of Gender
Issues. (0-2 pts.)

Student selected and reviewed

two books in the category of
Multiculturalism. (5 pts.)

Student selected and reviewed one

book in the category of
Multiculturalism. (3-4 pts.)

Student did not select and/or review

any books in the category of
Multiculturalism. (0-2 pts.)

Student selected and reviewed

two books in the category of
Cultural Myths, etc. (5 pts.)

Student selected and reviewed one

book in the category of Cultural
Myths, etc. (3-4 pts.)

Student did not select and/or review

any books in the category of Cultural
Myths, etc. (0-2 pts.)

Student selected and reviewed

two books in the category of
Diverse Lifestyles. (5 pts.)

Student selected and reviewed one

book in the category of Diverse
Lifestyles. (3-4 pts.)

Student did not select and/or review

any books in the category of Diverse
Lifestyles. (0-2 pts.)

Student selected and reviewed

two books in the category of
Diverse Socioeconomics.
(5 pts.)

Student selected and reviewed one

book in the category of Diverse
Socioeconomics. (3-4 pts.)

Student did not select and/or review

any books in the category of Diverse
Socioeconomics. (0-2 pts.)

4. b. Students know, understand,

and use effective approaches,
strategies, and tools for early
education.
4. d. Students use their own
knowledge and other resources
to design, implement, and
evaluate meaningful, challenging
curriculum to promote positive
outcomes.

Supportive Skills
Supportive Skill 3: Strong skills
in written and verbal
communication (punctuation,
capitalization, grammar, spelling)

Supportive Skill 5: Identifying and

using professional resources; knowing
how to identify and use credible

Meets or Exceeds All

Expectations

10

Student SelfAssessment

Meets Most Expectations

Meets Few or No Expectations

Student wrote a minimum halfpage, double spaced review of

each book with few to no English
mechanics errors. (9-10 pts.)

Student wrote a minimum half-page,

double spaced review of each book
with less than 7 English mechanics
errors. (7-8 pts.)

Student did not write a minimum halfpage, double spaced review of each
book and/or with less than 7 English
mechanics errors. (0-6 pts.)

Student brought each book to

class and discussed his/her
review of each book. (9-10 pts.)

Student brought at least 6 books to

class and discussed his/her review
of each book. (7-8 pts.)

Student brought fewer than 6 books

to class and/or did not discuss his/her
review of each book. (0-6 pts.)

10

Student provided a written

synopsis specifically and
thoroughly of each book, including

Student provided a written synopsis

of each book, including the title,
author, publication year, name of

Student rarely or did not at all provide

a written synopsis of each book,
including the title, author, publication

10

Instructor
Points

10

Instructor
Points

professional resources from multiple

sources, allowing students to better
serve children and families with a
wide range of cultures, languages,
needs, and abilities

the title, author, publication year,

name of publisher, intended age
for books target audience.
(9-10pts.)

publisher, intended age for books

target audience. (7-8 pts.)

year, name of publisher, intended

age for books target audience.
(0-6 pts.)

TOTAL (100 Points Possible):

97

Professor Comments:

10