Henry’s First-Moon Birthday written by Lenore Look, illustrated by Yumi Heo

Jenny, Henry’s older sister, narrates this story.  On the day of Henry’s one-month birthday, or his first-moon birthday, as it is called in Chinese culture, Jenny and her grandmother, GInGin prepare the house and the food starting early in the morning. As they complete different tasks, Jenny explains the traditions that accompany this celebration in Chinese culture. The whole family arrives at Jenny’s house – uncles, aunts, grandfathers, and cousins – and they all eat food and celebrate Henry’s first-moon birthday together. At the end of the story, GinGin returns home, now that Jenny’s mother has recovered. Jenny is sorry to see her go, but happy that she has a new younger brother.

The author accurately depicts a specific aspect of Chinese culture – the first-moon birthday - and and explains in fully in a way that is engaging for young children. However, on the last page of the story Jenny says “and this is Baby Henry…his eyes like commas”, which is true of the illustration of baby Henry. Indeed, all of the characters in the story are depicted this way. This is potentially problematic because it feeds the common derogatory comments on Asian’s eyes.  Along with books on other cultures, such as Latino culture and African American culture, this book could provide insight into the extremely diverse world we live in.

In a first grade classroom coupled with class discussions about other aspects of Chinese cultures, this book could be used as a way to talk about cultural diversity. Specifically, this book could be used to plant the idea that one culture is not better or more important than another, and that we should appreciate cultures that are different than our own.

Students may ask questions about Chinese culture as a whole. They also may ask why the birthday is called the “first-moon birthday” instead of the “one-month birthday”. This could be a starting point for a discussion of the many ways in which people celebrate things based on their culture. Students could have an opportunity to discuss things they celebrate in their own cultures as well. Additionally, students may ask about the illustrations. All of the characters are drawn with “commas” for eyes, as mentioned above. If questions about this are brought up in class, then the teacher should make a point of pointing out that Asians do not actually have eyes that look like this, and also bring in discussions about physical features being less important than personalities.

I would recommend this book to parents before I recommend it to teachers. In a classroom setting, the comment the author makes about the physical appearance of Henry, and the subtlest comments about typically Asian physical attributes made through the illustrations could be offensive.

Adelita: A Mexican Cinderella Story written and illustrated by Tomie dePaola

This is the classic Cinderella story, but it is set in Mexico. There are many Spanish phrases (which are explained in English) and many aspects of Mexican culture are also included, both in the story and in the illustrations.

This book can promote cultural awareness and be helpful to English Language Learners (ELLs) because of the author’s use of Spanish phrases. The use of many languages in a classroom, particularly the native language of ELLs, is useful in making the classroom a welcoming environment and helping students to better learn material. While it would perhaps not be crucial for students to learn the story of Cinderella, this book, coupled with other lessons and materials that incorporated Spanish and other languages could be useful to achieve this.

The author does a wonderful job using and explaining Spanish terms and vocabulary in the story without breaking it up too much. This allows young children to be exposed to a language other than English, while at the same time enjoying the story. There is a lack of traditional Mexican culture in this book, so it would be important to remember that other materials about this culture along with classroom discussions would be necessary to make this book useful for educational purposes.

Students may question aspects of Mexican culture that are subtly mentioned in the story, such as hair decorations and clothing. A teacher should explain these within a wider context of Mexican culture, as it exists in today’s society. Additionally, students may ask more simplistic questions, such as why the stepmother is mean. A teacher should reply by explaining carefully the relationship between Adelita and her stepmother, so as to avoid calling the stepmother “mean” without any additional explanation or reasoning.

I would recommend this book for classrooms, so long as it is coupled with other books and materials around Mexican culture and other cultures. Additionally, resources for ELLs should also be included in lesson plans across the curriculum (see resources below). 

On the Same Day in March: A Tour of the World’s Weather written by Marilyn Singer illustrated by Frané Lessac

This book provides information on the different climates that exist all over the world. It includes a large variety of places ranging from the Arctic, to Thailand, to Argentina. On the final page of the book, there is a longer note from the author, which explains the equator and the axis of the earth in simple terms, giving the premace of the book a more scientific explanation.

Used in conjunction with books on diversity and cultural awareness, On the Same Day in March: A Tour of the World’s weather could provide children with an idea of different places around the world. Since the book covers such a wide geographical range and the illustrations make it clear that people look different and participate in different activities depending on where they live, this book could be a useful tool to begin to discuss different cultures around the world.

However, there are only very simplistic overviews and narrow snapshots of what those places and cultures are like. It would thus be necessary to couple this book with other resources and lesson plans about diversity (see links below) in order for it to be effective in a classroom setting.

Students may ask questions regarding the different cultures they see in the illustrations or they may wonder about where places such as Argentina are on a world map. A teacher could handle questions like these by incorporating other materials related to these cultures into the curriculum and around the classroom.

I would recommend this book to educators in a first or second grade classroom as well as to parents. It could spark children’s curiosity about the world and about cultures different than their own.

City Dog, Country Frog written by Mo Willems, illustrated by Jon J Muth

This is a story of a dog that moves to the country and befriends a frog. Through the seasons Frog and Dog learn from each other. Frog teaches the Dog country frog games, while Dog teaches the Frog city dog games. In the winter, Dog cannot find Frog, and so he waits for the whole season. In the spring, a chipmunk finds the Dog and asks what he is doing. The Dog takes Chipmunk as a new friend.

While this story does not have people in it, it does include aspects of cultural diversity. Frog and Dog are from two different places and lead different lives, yet they are friends. Their differences are embraced by one another and they take the opportunity to learn from each other.

In a first grade classroom, this story could be used as a metaphor for accepting those who are different from us, both in culture and in racial/ethnic background. The use of animals makes these large concepts more manageable and less threatening to young children, while at the same time providing an opportunity to explore and learn about the many different cultures of the otheer students in the classroom.

Since this book does not discuss cultural diversity in any explicit terms, it is important to remember that classroom discussions around this story must occur in order for it to be effective. The author does a wonderful job demonstrating through a metaphor the general concept of acceptance of others, but first graders should have the opportunity both to talk about their own experiences as well as the opportunity to learn about why accepting those who are different from us is important.

Children may question why Frog does not come in winter, since the author does not explain this. In this case, a teacher could explain hibernation, or that some animals go to warmer places during winter to escape the cold. Children may also question why Dog is not friends with other Dogs, or similarly why Frog is not friends with the other Frogs in the pond. The teacher could start a discussion about physical differences being of little importance when making friendships (although Dog and Frog are in fact different species, the metaphor would carry enough to support this type of discussion in a first grade classroom).

I would recommend this book for both the home and the classroom. It can be used as simply an enjoyable story or as a way to talk to young children about cultural diversity, acceptance, and anit-racism.

Me I Am! written by Jack Prelutsky, illustrated by Christine Davenier

This story is about individuality. There are three main characters who are not given names, and are primarily described through pictures. The story subsists of the same general phrases repeated in order, which convey the message that each person is different, and a complete individual, but wonderful as they are.

The illustrations depict children of all different races, particularly on the front and back covers. Within the story there are two white children (a boy and a girl) and one black girl depicted as liking different activities. Through these illustrations this book promotes diversity and acceptance of all racial backgrounds.

At the same time, the author puts a fun spin on individuality while subtly introducing the concept of racial/ethnic diversity. There is a strong point made that although everyone is different in skin color and what they like to do through the illustrations. The book makes the subtle point that everyone should be accepting of others, just as they want to be accepted by those around them.

In a first grade classroom Me I Am! could be used to promote acceptance of others and to help dispel stereotypes. Used in conjunction with books that include other aspects of diversity and acceptance, this book could be a useful tool in an on-going lesson in anti-racism and cultural awareness.
While students may not have specific questions on these topics, this book provides teachers with an opportunity to invite students to talk about their own individuality. Questions about the students’ cultures, home life, or favorite activities might be asked in an effort to begin discussions about individuality in the classroom.

I would definitely recommend this book to both educators and parents. In a classroom this book could be useful to spark interesting discussions about acceptance and cultural awareness, and at home it could be a way to subtly remind children that everyone is different and that it is okay to be an individual. (and, indeed, something to be embraced).