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Title: My First Passover

Author: Tomie dePaolaIllustrator: Tomie dePaola


Copyright Date: 1990
ISBN #: 0-399-21784-3
Description: This book explains why Passover is
special and talks about the customs of the Seder
ceremony and the Seder meal.

Question
1)
2)

3)

4)

5)
6)

Yes

No

N/A

Notes

Is this book free of female stereotypes? (females always X


cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking X
sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
X
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian
X

Are the illustrations free of stereotypes? (portraying


minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

X
X

Clothing
worn by
women is
not
modern
(ex. long,
loose
dresses
and
skirts/
tights).

7)

8)

9)
10)

Do HUGS (Historically Underrepresented Groups) play


positive roles in the story? (not just low-class jobs or
playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Is the author qualified to write the story? (do they have
X
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for
change?
Are the characters from a variety of backgrounds?
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended, etc.]

11)

Does the storyline include acceptance of everyone?

12)

Is this book free of derogatory language?

13)

Is the setting of the story accurate and free of stereotypes? X


(ex. women should not always be only in the home,
minorities should not always be portrayed in low-income
towns)
Is the copyright up-to-date and does it provide current,
X
relevant information?

14)

X
X

Comments:)This)is)a)good)book)to)use)with)young)
children.))It)provides)accurate)information)on)the)
Jewish)celebration)of)Passover.))The)only)thing)to)take)
note)of)is)that)the)women)are)portrayed)wearing)
extremely)modest)clothing)(long,)baggy)dresses)or)
skirts)and)tights),)which)could)be)relayed)into)a)
stereotype.))

Title: The Golden Deer (Use with caution)


Author: Margaret Hodges
Illustrator: Daniel San Souci
Copyright Date: 1992
ISBN #: 0-684-19218-7
Description: This book is a Buddhist legend
about Buddha coming to Earth as a golden deer.
The King and the Indian people are hunters. The
golden deer is willing to lay down his life for a
pregnant doe and her fawn.

Question

Yes

No

N/A

Notes

1)

Is this book free of female stereotypes? (females always


cooking/cleaning, not working outside of the home)

2)

Is this book free of male stereotypes? (males always liking


sports, bringing home the bread, and being
overpowering)

3)

Is this book free of racial/ethnic stereotypes?


Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

Theres
an
underlyin
g
message
that
females
need
protectio
n from
males.
Aside
from the
doe,
there are
no
female
character
s in the
story (no
female
hunters).
The male
is the
protector,
in power,
and there
are only
male
hunters.
It could
be
perceived
that all
people
from
India are
Buddhist,

4)

5)
6)
7)

8)

9)

Are the illustrations free of stereotypes? (portraying


minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

Only
men are
in power,
or are
hunters.

Girls
cannot
relate.

Do HUGS (Historically Underrepresented Groups) play X


positive roles in the story? (not just low-class jobs or
playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Is the author qualified to write the story? (do they have
X
experience with or access to accurate knowledge of the
diverse themes represented)

Are students empowered and encouraged to take action for


change?

The story
is
sourced
and
retold
from The
Jataka,
Stories of
the
Buddhas
Former
Births.
X

10)

Are the characters from a variety of backgrounds?


Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended, etc.]

11)

Does the storyline include acceptance of everyone?

12)
13)

Is this book free of derogatory language?


X
Is the setting of the story accurate and free of stereotypes? X
(ex. women should not always be only in the home,
minorities should not always be portrayed in low-income
towns)
Is the copyright up-to-date and does it provide current,
X
relevant information?
Comments:)I)would)use)this)book)with)caution)in)class.))
Since)it)is)a)fable,)it)is)part)of)Buddhist)culture,)so)some)
things)cannot)be)changed.))It)is)also)not)a)very)relatable)
book)for)females,)and)portrays)them)as)needing)
protection.))If)these)things)are)addressed)in)class,)
perhaps)in)a)unit)on)fables,)then)this)book)COULD)be)
used.))Otherwise,)I)would)stay)away)from)it.))

14)

Title: The Trees of the Dancing Goats Author: Patricia Polacco


Illustrator: Patricia Polacco
Copyright Date: 1996
ISBN #: 0-689-83857-3
Description: This story is about a young girl named Trisha.
Trishas family lives in Michigan, but does not celebrate the same
holidays as most of her neighbors. Her family celebrates
Hanukkah, while most of her neighbors celebrate Christmas.
Everyone is joyous and zealous. However, a scarlet fever
epidemic has occurred, and Trishas family is one of the few who
arent ill. They want to help their neighbors celebrate their holiday,

so they gather many small trees, decorate them, and bring them to their neighbors.

1)
2)

3)

4)

5)
6)

Question
Yes
Is this book free of female stereotypes? (females always X
cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking X
sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian
Are the illustrations free of stereotypes? (portraying
minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

X
X

No

N/A

Notes

The
males are
helping
in the
kitchen.

7)

8)

9)
10)

Do HUGS (Historically Underrepresented Groups) play X


positive roles in the story? (not just low-class jobs or
playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Is the author qualified to write the story? (do they have
X
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for X
change?
Are the characters from a variety of backgrounds?
X
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended, etc.]

11)

Does the storyline include acceptance of everyone?

12)

Is this book free of derogatory language?

13)

Is the setting of the story accurate and free of stereotypes? X


(ex. women should not always be only in the home,
minorities should not always be portrayed in low-income
towns)
Is the copyright up-to-date and does it provide current,
X
relevant information?

14)

Comments:)This)is)a)great)book)to)use)in)the)classroom!))
It)is)a)modern)setting)in)Michigan,)and)includes)
recognition)of)the)differences)between)Jewish)and)
Christian)celebration,)while)highlighting)the)beauty)and)
acceptance)of)each.

Title: Martin de Porres: the Rose in the Desert


Author: Gary D. Schmidt
Illustrator: David DiazCopyright Date: 2012
ISBN #: 978-0-547-61218-8
Description: Martin was born to a Spanish father and an
African, former slave, and was born into poverty. He was made
fun of and not accepted by others. He became a servant, but
trusted God. God worked through him to perform many
miracles, and he continued to serve in churches. He became
well-known and well-loved.

Question
1)
2)

3)

Yes

Is this book free of female stereotypes? (females always X


cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking X
sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
X
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian

No

N/A

Notes

In the
story,
Martin is
stereotyp
ed by
other
character
s because
of his
race, but
he proves
the
stereotyp
es wrong.

4)

5)
6)
7)

8)

9)

Are the illustrations free of stereotypes? (portraying


minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly

Are the characters free of tokenism (looking exactly


X
alike)?
Would students have a positive self-image when done
X
reading?
Do HUGS (Historically Underrepresented Groups) play X
positive roles in the story? (not just low-class jobs or
playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Is the author qualified to write the story? (do they have
X
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for X
change?

10)

Are the characters from a variety of backgrounds?


X
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended, etc.]

11)

Does the storyline include acceptance of everyone?

12)
13)

Is this book free of derogatory language?


X
Is the setting of the story accurate and free of stereotypes? X
(ex. women should not always be only in the home,
minorities should not always be portrayed in low-income
towns)
Is the copyright up-to-date and does it provide current,
X
relevant information?
Comments:)This)is)a)good)book)to)use)in)the)classroom.))
It)shows)how)even)though)Martin)was)stereotyped,)he)
stood)up)to)those)stereotypes)and)proved)them)wrong.))
The)one)thing)to)be)cautious)of,)is)that)many)priests)and)
religious)leaders)are)the)ones)doing)the)criticism)and)
stereotyping.))Make)sure)that)the)students)are)aware)
that)although)this)did)happen,)all)religious)leaders)are)
not)that)way.

14)

Title: Christmas Around the World


Author: Emily Kelley
Illustrator: Priscilla KiedrowskiCopyright Date:
1986
ISBN #: 0-87614-249-8
Description: This book explains what the Christian
celebration of Christmas is. It explores different
cultural celebrations of Christmas, and how it is
celebrated around the world.

Question
1)
2)

3)

4)

5)
6)
7)

8)

Yes

Is this book free of female stereotypes? (females always X


cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking X
sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
X
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian
Are the illustrations free of stereotypes? (portraying
minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?
Do HUGS (Historically Underrepresented Groups) play
positive roles in the story? (not just low-class jobs or
playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Is the author qualified to write the story? (do they have
experience with or access to accurate knowledge of the
diverse themes represented)

X
X
X

No

N/A

Notes

9)
10)

Are students empowered and encouraged to take action for


change?
Are the characters from a variety of backgrounds?
X
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended, etc.]

11)

Does the storyline include acceptance of everyone?

12)
13)

Is this book free of derogatory language?


X
Is the setting of the story accurate and free of stereotypes? X
(ex. women should not always be only in the home,
minorities should not always be portrayed in low-income
towns)
Is the copyright up-to-date and does it provide current,
relevant information?

14)

Comments:))This)is)a)good)book)to)use)in)the)classroom.))
It)explains)the)celebration)of)Christmas)by)Christians)in)
countries)all)over)the)world)and)celebrates)the)beauty)
of)differences.)

The
copyright
isnt
updated.
However,
the
customs
are
tradition,
so dont
change
much
over
time.

Title: The Best Eid Ever


Author: Asma Mobin-UddinIllustrator: Laura Jacobsen
Copyright Date: 2007
ISBN #: 978-1-59078-431-0
Description: This story is about a young Muslim girl named
Aneesa. It is the celebration of Eid, but she is not happy because
her parents are not with her. Her grandmother gives her beautiful
outfits to cheer her up. While at the prayer hall, Aneesa meets two
girls who are refugees. She shares her new clothes with them and
makes it the best Eid holiday ever.

Question
1)
2)

3)

4)

5)
6)

Yes

Is this book free of female stereotypes? (females always X


cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking X
sports, bringing home the bread, and being
overpowering)
Is this book free of racial/ethnic stereotypes?
X
Asian American
Black/African American
Hispanic/Latin@
White
-Native American/American Indian
Are the illustrations free of stereotypes? (portraying
minorities as weird or abnormal, portraying women as
homemakers and men as breadwinners)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Are the characters free of tokenism (looking exactly
alike)?
Would students have a positive self-image when done
reading?

X
X

No

N/A

Notes

7)

8)

9)
10)

Do HUGS (Historically Underrepresented Groups) play X


positive roles in the story? (not just low-class jobs or
playing the bad character)
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Is the author qualified to write the story? (do they have
X
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for X
change?
Are the characters from a variety of backgrounds?
X
Asian American
Black/African American
Hispanic/Latin@
White
Native American/American Indian
Women
Characters with visible disabilities
The Elderly
Religious Diverse groups
Various Family Units
(ex. various races [black/African American, White,
Native American, Latino/a, etc], various religions
[Christian, Jewish, Muslim, etc.], various family
structures [traditional, single-parent, extended, etc.]

11)

Does the storyline include acceptance of everyone?

12)

Is this book free of derogatory language?

13)

Is the setting of the story accurate and free of stereotypes? X


(ex. women should not always be only in the home,
minorities should not always be portrayed in low-income
towns)
Is the copyright up-to-date and does it provide current,
X
relevant information?

14)

Comments:)This)is)a)good)book)to)use)in)the)classroom.))
It)is)free)of)stereotypes)and)is)a)modern)story)that)
children)can)make)connections)with)in)their)own)lives.))
The)story)even)brings)to)light)privilege.))For)example,)
some)of)the)girls)talk)about)how)since)coming)to)
America,)their)dad)has)to)workMMeven)on)Eid!))

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