€¦ · Web viewThis is one of eight Digital Suitcases developed by educators during the summer...

1First Grade Digital Suitcase: Oral History – created by Sheila Arrington and Terry Meryhew

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First Grade Digital Suitcase: Oral History

Created and “packed” by Sheila Arrington and Terry Meryhew

This is one of eight Digital Suitcases developed by educators during the summer of 2013 through a partnership with Saint Paul Public Schools’ Multicultural Resource Center and the Minnesota Humanities Center. Each Digital Suitcase includes: Three lessons aligned with Minnesota social studies standards, benchmarks, and grade levels A multiple perspectives/absent narratives focus (see below), strengthened by including input

from community members throughout the process A list of supplemental resources, both digital and print, many of which will be available at

the Saint Paul Public Schools’ Multicultural Resource Center (MRC) (www.mrc.spps.org) Funding for this project was generously provided by The Saint Paul Foundation, the F.R. Bigelow Foundation, The Travelers Foundation, the Arts & Cultural Heritage Fund, and the National Endowment for the Humanities. About Absent NarrativesThe Absent Narratives approach is about restoring relationships: to ourselves, to each other, to our communities, and to the places we live and work. This approach asks people to speak only for themselves and not represent an entire community. Therefore, differing opinions, ideas, and thoughts show up as uniquely as the individuals who bring them. By embracing and including these untold experiences that make up each of us and our communities, we can close the relationship gap of human understanding and empathy between us. Absent Narratives is a relationship-based approach to creating equity within systems and communities. This approach helps people understand that all actions, decisions, and beliefs exist in relationship to others and impact how we work with and influence our peers and students. Absent Narratives help improve practices through the application of four related themes:

Build and strengthen the student-teacher and school-community relationships.Recognize the danger of a single story and the accumulation of absence.Learn from the multiplicity of voices in the community.Discover solutions within the community.

For more information about Absent Narratives and professional development opportunities, visit www.mnhum.org. To access Absent Narratives resources that you can use in your classroom, visit www.mnhum.org/resources. To access the MRC website, visit www.mrc.spps.org.

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2013 Digital Suitcase Project:Oral History—First Grade

Overview: We have created three lessons on telling stories to one another about our families. Throughout the lessons we have focused on similarities and differences. These lessons support children’s development. We have provided examples of how to scaffold the assignments to assist children where needed. The lessons provide children an opportunity to communicate effectively. These lessons also enhance their social literacy and build community in a different way. Children take turns communicating with each other. They begin to appreciate different points of view and learn to work together.

Standard: Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.

Benchmark: 1.4.1.2.1 - Ask basic historical questions about a past event in one’s family, school, or local community. 1.4.1.1.1 – Create a timeline of events and asking people about these events.

Focus of Lesson 1: Students will practice telling stories to each other. They will identify what needs to be in a story. They will listen to each other’s stories. They will create a chart stating similarities and differences in families.

Focus of Lesson 2: Students will create storyboards (timelines) of their family’s story.

Focus of Lesson 3: Students will tell their oral history to one another.

Background for Teachers: See the PBS Circle of Stories website (specific links below) for information on storytelling traditions among different American Indian tribes. To encourage a positive storytelling atmosphere in your classroom we suggest sharing stories in a circle and using a “talking” object of agreed upon significance and importance to the students that when held is a sign for others to give their undivided attention and respect.

http://www.pbs.org/circleofstories/voices/index.htmlhttp://www.pbs.org/circleofstories/educators/lesson1.htmlhttp://www.pbs.org/circleofstories/educators/lesson3.html


http://www.pbs.org/circleofstories/educators/lesson3.html


http://www.pbs.org/circleofstories/voices/index.html

http://www.pbs.org/circleofstories/index.html

Social Studies Lesson Plan 1

Focus of lesson one: Students will share a family custom or tradition in the story circle. For homework, students will ask historical questions about a past event in their family, or local community.

Suggested Time: 45 minutes

Materials Needed: overhead and transparency, or another presentation device such as an easel or smart board.

Mini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lesson

Students are sitting in a group shape in front of the teacher. Read orally “Bein’ With You This Way” (look at book list for other suggestions)Discuss how everyone in the story has things that are the same and things that are different, and that is what is interesting about people. Ask, “What did you notice that is the same? What did you notice that was different?”Interview Questions for homework. See attached.

ConnectionHow this fits in with what we’ve been doing…

We’ve read “Bein’ With You This Way.” We have learned about families and how they are similar and how they are different. Today I’d like to talk to you about telling stories. People have been telling stories orally throughout history. Stories that are told orally are told from one person to another. Many stories have been passed down from one generation to another.

TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledge

Do any of you like to tell stories to your parents, your family, or your friends? I like to tell stories too. We are going to tell stories to each other today. I’m going to share my story first and then you’ll get to share yours.

I’d like you to listen to my story. In my family we celebrate Halloween every year. We like to dress up in costumes and go out trick or treating. I always dress up as a wizard. Every Halloween I make squash soup and we sit at the table and eat our dinner before we can eat any treats. After dinner, we light up pumpkins on our front step so that the trick-or-treaters know that we will be home. The kids in our family go out trick or treating with one adult and I stay home and pass out the treats.


Students did you notice the way I told my story? Did you notice the way I spoke? Write down student noticings on a chart. Make sure students understand that they should speak clearly and loudly enough so that their partner can hear them. They should look at their audience as they speak. They should speak in a voice that is at a good pace, not too slow or too fast. They should use expression.

Now I want you to think of something that you celebrate in your own families and how you honor that celebration. We are going to share our stories aloud with one another.

Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer support

I’d like for you to close your eyes for a minute. I’d like you to visualize a celebration that you celebrate with your family. When you come up with a story about your celebration I’d like for you to give me a thumbs up.

Link/Off you goSend off with a purpose…

After all thumbs are up…” Students in a moment I’d like you to turn to your neighbor and share your story with each other. First I would like you to remember that every story has a beginning, a middle, and an end. Let’s think back to my story (teacher thinks aloud). In the beginning of my story my family dresses up for Halloween. In the middle, we sit down and have a healthy dinner. At the end we go out trick or treating. Think about your story and make sure you have all three parts as you talk with your neighbor. Give me a thumbs up when you are ready to begin.

Literacy Work Time andConferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* Conferring

Students share stories. Students who need scaffolding remain at carpet area to get assistance with teacher. Help children to think of their own story. If they are having difficulty, think of a shared school experience (i.e. recess story).When they are on their way to telling the story the teacher may assist others in the class.Teacher rotates throughout the class making sure that students have a beginning, middle, and end. Optional -You might want to do a mid workshop share, where one student shares their story to illustrate the three parts and how their partner listened.


ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learning

When everyone is done sharing…today we learned a lot about each other. I’d like you to turn and talk to your neighbor again and share about one thing that you learned about your friend that is the same as you, and one thing that you learned that is different. When turn and talk is complete, select a few to write on the board. Create a T chart, listing same and different. Today we learned a little bit more about how we are the same and how we are different. We are going to add to this chart throughout the next few days as we listen to each other’s stories. That way we can honor and celebrate our differences. Your homework tonight will be to fill out a sheet on your family. Explain sheet (see next page for sheet).

Assessment Did the students share stories with their partner? Did they share their stories using the noticing chart that was created in the lesson? They can evaluate themselves using a thumbs up, thumbs sideways, or thumbs down.

See Resource List for additional stories


Dear Families,

We are studying oral history in school. Your child will be sharing a family story with their class. These stories will need to have a beginning, a middle, and an end. Please choose one of the following interview questions that your child can retell in class. Thank you!

Example:A family routine: Every Wednesday night was dessert night. Bread pudding or jell-O with whipped cream were my favorites. I loved Wednesday evening because our familywatched a TV show. At the end of the evening, as my parents tucked me into bed, I always felt warm and safe because my whole family was together.

In my example:Beginning – My family would eat dessert together.Middle – Watching a TV show together.End – My parents tucking me into bed.

Interview Questions – REMEMBER YOU ONLY NEED TO CHOOSE ONE!

How did you get your name?

A family tradition

A song or saying you learned from home or school and why it is important to your family’s history

Story about the place you were born

Where your family is from (city, state, or country) and how/why they traveled to the US

Someone or something that is really important to you and why

A story about a family member

A place that is really special to you and why

Family habits or routines



Focus of lesson two: Students asked basic historical questions about a past event in their family, or local community. They will create a storyboard to retell their story to their classmates. They will be documenting history through creating a timeline on their storyboard about their event.

Suggested Time: One hour

Materials Needed: paper, pencils, crayons, prepared storyboard to demonstrate your story to students.


Previous days charts.


Yesterday we told each other stories about a custom or tradition that we celebrate in our families. Everyone went home last night and interviewed their families to find a story to recreate today.


Last night I did the same homework as everyone else. I interviewed members of my family to find a story to recreate for you. By doing this, I documented my family’s history. I am going to show you the storyboard I created about my family and then you will be able to do the same with your stories. In this way we are creating time lines of our history (Large white paper is tri-folded for demonstration).Teachers: Using your own story, use the following as a guide. In this first box I’ve drawn a picture of a country called Ireland. This is my great grandma’s family who lived on a farm in Ireland. You can see that all of the plants are dead and shriveled up. Ireland’s potatoes had a disease called blight, and they weren’t able to grow potatoes. It became known as “The Potato Famine.” This occurred in the years between 1845 and 1852.

In the middle box, I’ve drawn my great grandma’s


family on a steamship. They traveled to America. You can see that my great grandma was sixteen years old. Her family was very poor, and didn’t have much with them. It was hard traveling on the big ships to come to America. People had to live under the main deck, and didn’t get much sunlight. They had many hardships on their travel. They traveled to the US in 1858.

In the third box is my great grandma living here in the Twin Cities area. They lived in Inver Grove Heights. She married an engineer and they had three children. One of them was my grandpa who also became an engineer.

Did you notice how my story has three parts? Remember when we were telling our stories yesterday and we made sure that the stories had a beginning, middle, and an end? That’s what we will do today with our new stories!


I’d like you to turn and talk to your partner about what you learned about your family last night. I’d like you to think about the beginning of your story for your first box, the middle of your story for your second box, and the end of your story for your third box. As students share their stories, teacher listens in and assists where needed.


Now you are going to go and illustrate your story boxes. You can draw and write what happened in your family’s story. Remember to draw like an artist, using the whole area so that everyone can see what happened in your story.


Students who need more guidance can remain at the carpet area with you to get further instructions, while the rest of the children go off to work. Interventions: For students who need support or who did not complete their homework, work in a small group creating a story together. The story can be about a shared school experience, classroom celebration, school celebration, or a community celebration or event (Rondo Days, Hmong New Year, Ramadan, County Fair, etc.) When the group has created a story to illustrate on a


storyboard, let them complete their work independently and rotate throughout the rest of the classroom. Mid-workshop share: Choose one or two of the student’s pieces to share how they chose beginning, middle or end.


As students finish up, they should practice telling their stories orally for the next day’s work.

Assessment Did the students complete their storyboards? Did they use a beginning, middle, and an end in their retelling of the story?



Focus of lesson three: Students have documented history by creating a storyboard which shows a timeline of events in their family history.

Suggested Time: One Hour

Materials Needed: Students completed storyboards from lesson two. Prior to teaching this lesson, discuss the use of a special talking object (see resource list) during morning meeting. You may want to discuss storytelling traditions presented in the PBS Circle of Stories website (see Resource section). It may be a doll, a stuffed animal, or a musical instrument; whatever you choose for your room is fine. You will be using this strategy when sharing your stories during this lesson. The purpose of this is to make sure that the person who is holding the object receives undivided attention.


Students completed storyboards.Predetermined groupings of children.Previous days charts.


We have been working on our storyboards that depict historical events in our families’ histories. Today we are going to tell our stories to each other. Students will be working in small groups – four to five students per group (these can be prearranged by the teacher, please make sure that students who need extra support are scattered throughout the groups to receive the scaffolding they require).


When we share during morning meeting we give our friends an opportunity to ask questions and to give us compliments when they are done speaking.

Today we will get to do the same thing but we are also going to look for connections to each other’s stories. As I think about my story think aloud using your story, or use the following as an example, I remember that my great grandmother came to the United States on a boat. How many of you have relatives who traveled to the United States on a boat to live here? Wow, that’s a lot of people who have a connection to my story. When we have a connection, we can join our fingers together show students two


circles connected on your hand to show our friend that we have similar stories. Everyone try this. Great job! As we listen to each other’s stories today, at the end of the story you can ask questions, but during the story you can show your connections. I noticed that when I asked you how many of you had connections to my story, some of you didn’t raise your hands. Is that ok? SURE! It’s great that we’re different! That’s how we learn about each other. If you didn’t have a connection to my story, don’t feel bad. Remember our book, Bein With You This Way? We learned that it is ok to be different and it is ok to be the same.


In a few minutes I am going to divide you into groups. In each of your groups you are going to form a circle to tell your stories. Each group will have a special classroom object for each person to use when sharing their story.

Remember our rules for how to be respectful of one another when we are listening to each other’s stories. I’d like for you to turn and talk with your neighbor about ways you can show respect when you are listening to a story. Teacher listens in on turn and talk. When students are through sharing, we’ll evaluate our listening skills and mark results on the listening chart.


Teacher divides students into their groups. Number off in your group numbers 1 through 4 or 5. Beginning with number 1, tell your stories.

Today as we tell our stories, it is your job to be good listeners to the person telling the story. Show the person when you have a connection to their story by using your fingers. When the person is done sharing their story, you will have an opportunity to share compliments and ask question. After compliments and questions are completed, the person who has the talking object will pass it to their left, and then it is that person’s turn to share their story.



Students tell their stories to each other. Teacher rotates through the groups to offer support.


Students, today we have been sharing stories about our families. Teacher has a t-chart prepared with “similar” and “different” from previous day. Let’s chart out what we’ve learned about each other that is similar and different. Chart out student responses. Let’s include some facts as we look at the chart. Students what have we learned? i.e. all people have customs and traditions, each family celebrates things in a different way. One of the things we’ve learned is that everyone has stories to share and we can learn from one another. Sharing each other’s stories is an important way to learn about each other and our community. We have learned that sharing stories is fun. We have also created timelines of our families’ history. Continue to collect stories about your family and your community to share with one another.

Assessment Did the students share their stories with one another? Did they students listen to their partner respectfully? Did the students realize that there are multiple perspectives within cultures and communities? Did the students show connections to each other?


Print Resources

Bein' with You this Way by W. Nikola-LisaIn a rap-style prose poem, a racially-mixed group of children, enjoying a sunny day at the playground, discovers the virtues of racial diversity and, at the same time, the basic identity of all human beings.

Chicken Sunday by Patricia Polacco After being initiated into a neighbor's family by a solemn backyard ceremony, a young Russian American girl and her African American brothers determine to buy their Gramma Eula a beautiful Easter hat. But their good intentions are misunderstood, until they discover just the right way to pay for the hat that Eula's had her eye on

Knots on a Counting Rope by Bill Martin Jr. Gathered near a campfire under a canopy of stars, a Navaho Indian boy hears the tale of his birth from his grandfather. Born on a windy night, the child was weak and frail. In the early morning, Grandfather brought him out to meet the morning. Two blue horses galloped by, stopped and looked at him; the baby raised his arms to them. Grandfather said, "This boy child will not die. The great blue horses have given him the strength to live." Named Boy-Strength-of-Blue-Horses, the child later needs that well of strength to deal with the fact that he is blind. Rand's atmospheric, vivid paintings evoke the tale's sensibility as they move it along. The beauty and vastness of the Western sky and the intimacy of two loving figures by a campfire are portrayed with equal fluidity. A rich tale of intergenerational love and respect, this is bittersweet and unsentimental. It is a moving collaborative effort that reverberates long after the book is closed. Ages 5-8.

Tell Me a Story Mama by Angela JohnsonThis is a nice story about a mother and daughter and their special ... However, the little girl knows them so well that she ends up telling her Mama ...

Song and Dance Man by Karen Ackerman Grandpa entertains his three grandchildren with a magic trick, a song, and a tap dance, while he relives his days in Vaudeville.

Grandfather's Journey by Allen Say | Scholastic.comA Japanese-American man recounts his grandfather's journey to America, which he later undertakes himself, and the feelings of being torn by a love for two different countries.

My Grandmother’s Cookie Jar by Montzalee MillerGrandma passes on the stories of her Indian people to her grandchild as they eat cookies together from the cookie jar shaped like an Indian head.

Nathaniel Talking by Eloise GreenfieldBeautifully composed in a variety of styles--rap, blues, and free verse--these 18 poems offers a black child's insights into his own heart and mind, and into the lives of family


and friends. Nine-year-old Nathaniel reflects on what it's like to be curious, smart, and full of ideas. 1990 Coretta Scott King Award.

Goin ' Someplace Special by Eloise GreenfieldA young girl named 'Tricia Ann asks her grandmother if she can go off on her own to a special place

Night on Neighborhood Street by Eloise Greenfield A collection of poems exploring the sounds, sights, and emotions enlivening a black neighborhood during the course of one evening.

Thunder Cake by Patricia PolaccoGrandma consoles her frightened granddaughter by telling her that the dark clouds of the impending storm are nothing more than the ingredients for a Thunder Cake.

Gluskabe and the Four Wishes retold by Joseph Bruchac, illustrated by Christine Nyburg Shrader (Cobblehill, 1995). In this tale of the Wabanaki nations, four men each ask for a different wish from Gluskabe, the Great Spirit's helper, but only one learns that great gifts come to those who listen and take heed. Beyond the Ridge by Paul Goble (Bradbury, 1989). With beauty and simplicity, Goble captures the spiritual journey of a Plains Indian grandmother. Katie Henio: Navajo Sheepherder by Peggy Thomson, photographs by Paul Conklin (Cobblehill, 1995). In this nonfiction book, you'll follow Katie as she moves between her traditional Navajo world and the modern world of her great-grandchildren. Fox Song by Joseph Bruchac, illustrated by Paul Morin (Philomel, 1993). In this story, young Jamie learns that death is a natural part of life when she realizes that her grandmother, even in death, is still near her. Indian Winter by Russell Freeman, illustrated by Karl Bodmer (Holiday House, 1992).In 1833, German Prince Alexander Philipp Maximilian and Karl Bodmer, a Swiss painter, journeyed up the Missouri River and spent the winter among the Mandan Indians. Russell Freeman draws upon the prince's diary and Bodmer's detailed paintings to create an incredible account of their adventure.

Too Many Tamales by Gary Soto, illustrated by Ed Martinez (Putnam, 1993). Mexican-American Maria tries her mother's wedding ring on while she is making tamales for Christmas dinner. When the ring is missing, Maria is sure it is in one of the tamales, and she and her cousins try to eat their way out of trouble. All for the Better: The Story of El Barrio by Nicholasa Mohr (Steck-Vaughn, 1993). Renowned Puerto Rican writer Mohr tells the true story of a young girl, Evelina Lopez


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Antonetty (1984-1992), who made a difference in her community. Green Corn Tamales/Tamales De Elote by Gina M. Rodríguez, illustrated by Gary Shepard (Hispanic Book Distributors, Tucson, AZ, 1994). Come join the tamale-making at a Latino family reunion at grandmother's house-the warmth of this family leaps off the page. Hairs/Pelitos by Sandra Cisñeros (Apple Soup/Knopf, 1994). This picture book conveys the diversity within Latino cultures through the simple story of a young girl talking about the different kinds of hair her family members have. The Desert Is My Mother/El Desierto Es Mi Madre by Pat Mora, illustrated by Daniel Lechon (Piñata Books, 1995). With English and Spanish text, Mora captures the wondrous beauty of Mother Earth through vivid pictures and descriptions of the desert.

Friends from the Other Side/Amigos Del Otro Lado by Gloria Anzaldúa (Children's Book Press, 1993). Combat immigrant-bashing with this story of a young, undocumented Mexican worker who struggles against hardship and misunderstanding to endure. Three Kings Day by Beatriz Zapater (Modern Curriculum Press, 1992). Come meet two young Puerto Rican children living in the United States as they prepare for the celebration of Three Kings Day on January 6. ¡Viva México!: The Story of Benito Juárez and Cinco de Mayo by Argentina Palacios (Steck-Vaughn, 1993). Inspire kids to have faith against all odds with the story of Zapotec Indian Benito Juárez, who became president of Mexico. The author provides information on Cinco de Mayo, a major holiday celebrated by Mexicans and Mexican-mericans.

From Miss Ida's Porch by Sandra Belton, illustrated by Floyd Cooper (Four Winds, 1993). Miss Ida's porch is a place where mothers and fathers and uncles and grandmothers and neighbors gather to share stories. Cooper's paintings give dimension to this story about the power of memories. A Caribbean Dozen: Poems from Caribbean Poets, edited by John Agard and Grace Nichols, illustrated by Cathie Felstead (Candlewick Press, 1994). A diverse and joyous collection of poems by a dozen Caribbean poets. Meet Danitra Brown by Nikki Grimes, illustrated by Floyd Cooper (Lothrop, 1994). Cooper's drawings enhance the joyful poems of Danitra and her best friend, Zuri. Your students will love these city gal-pals as they jump rope and swap dreams.


http://www.scholastic.com/teachers/book/meet-danitra-brown

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The Sunday Outing by Gloria Jean Pinkney, illustrated by Jerry Pinkney (Dial, 1994). Ernestine's dream of visiting her relatives is realized when she takes a train trip to visit North Carolina. Alvin Ailey by Andrea Davis Pinkney, illustrated by Brian Pinkney (Hyperion, 1993). This insightful biography about dancer/choreographer Ailey provides children with a model of an important 20th-century African-American. Christmas in the Big House, Christmas in the Quarters by Patricia C. McKissack and Fredrick L. McKissack, illustrated by John Thompson (Scholastic, 1994). This book provides historical accounts of Christmas on a plantation, using alternating narratives from the "big house" and the slave quarters. Pink and Say by Patricia Polacco (Putnam, 1994). An unforgettable story of friendship between a black and a white soldier during the Civil War. Lift Ev'ry Voice and Sing by James Weldon Johnson, illustrated by Jan Spivey Gilchrist (Scholastic, 1995). The song that many consider to be the African-American anthem fills the pages of this book while Gilchrist's paintings make the lyrics soar.

Mrs. Katz and Tush by Patricia Polacco (Bantam, 1992). This heartwarming story chronicles the friendship between a lonely Jewish widow and a young African-American boy. Sheltering Rebecca by Mary Baylis-White (Lodestar, 1991). In this Holocaust story, a girl is sent away from Germany by her family and must deal with the absence of her parents, as well as her Jewish identity. Molly's Pilgrim by Barbara Cohen, illustrated by Michael Deraney (Lothrop, 1983). A Jewish immigrant from Russia is accepted in her third-grade class when, for a class Thanksgiving project, her mother makes a clothespin pilgrim doll that looks Russian. This is a good book to teach that not all pilgrims came to America in the 1600s.

One Afternoon by Yumi Heo (Orchard Books, 1994). This book by a Korean-American author/illustrator communicates love through the simple story of a boy and his mother doing errands. Father's Rubber Shoes is Heo's latest.


http://www.scholastic.com/teachers/book/one-afternoon

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http://www.scholastic.com/teachers/book/christmas-big-house-christmas-quarters

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The Journey: Japanese Americans, Racism, and Renewal by Sheila Hamanaka (Orchard Books, 1990). Hamanaka shares a mural she painted depicting the racism her relatives and other Japanese-Americans endured while imprisoned in U. S. concentration camps during World War II. Yang the Youngest and His Terrible Ear by Lensey Namioka, illustrated by Kees de Kiefte (Little Brown, 1992). In this humorous story of a Chinese family in Seattle, tone-deaf Yingtao wants to give up his violin lessons, so he must convince his parents that he is not a virtuoso-in-the-making, like his siblings. Hiroshima by Laurence Yep (Scholastic, 1995). The author expresses the tragedy of Hiroshima through the story of two sisters, only one of whom survives. Yep's understated tone makes this novella gripping. Ooka the Wise: Tales of Old Japan by I. G. Edmonds, illustrated by Sanae Yamazaki (Linnet Books, 1994). The scales of justice are always in balance as Judge Ooka seeks fairness in a variety of challenging and complex situations. Hoang Breaks the Lucky Teapot by Rosemary Breckler, illustrated by Adrian Frankel (Houghton Mifflin, 1992). Hoang is distraught when he breaks the teapot that his grandmother gave to him when he left Vietnam for America. The pot held May Mun, the good fortune to protect the family from evil spirits.

SAHIR GOES TO THE DENTIST/MAALINTII SAAHIR DHAKHTARKA ILKAHA QABTAYPetty, Chris & Jama, AdamChildren's multilingual picture book. When Sahir loses a tooth Dad arranges a visit to the dentist.. Pablo's Tree by Pat MoraPablo is excited when he visits his grandfather on the day after his fifth birthday because his grandfather has decorated a special tree every year.

A Birthday Basket For Tia by Pat MoraLittle Cecilia and her cat Chica plan for a surprise party to celebrate her great-aunt's 90th birthday. While Mama cooks beans and cuts up mangoes.

Mama and Papa Have A Store by Amelia Lau CarlingFrom the clip, clop of the milkman’s mule in early morning to the clic, clac of her father’s abacus at night, a young girl tells about a day in her family’s store and home in Guatemala City.


http://www.scholastic.com/teachers/book/hiroshima

http://www.scholastic.com/teachers/article/how-choose-best-multicultural-books

Ka's Garden by Kab Lub VajA Hmong/ English bilingual children's book about the traditional values of creating a garden. This particular garden is the first planted by a young girl named Pa Houa, in Laos. Pa Houa asks her mother, or Niam, "Why do we garden?" Her Niam explains that gardening is part of their culture, bringing them closer to the earth, and a part of their way of life. Then Pa Houa asks, "What...

Grandfather's Story Cloth by Yawg Daim Paj Ntaub Dab NeegChersheng's grandfather is beginning to forget things: little things like turning off the water faucet and big things like Chersheng's name.

Grandma’s Saturday Soup by Sally FraserMimi misses her grandma. Everyday something reminds her of grandma's special Saturday soup and the tales her grandma tells. DUAL LANGUGE SOMALI/ENGLISH. UK. MANTRA LINGUA.

Digital Resources

http://www.pbs.org/circleofstories/voices/index.html http://www.pbs.org/circleofstories/educators/lesson1.html http://www.pbs.org/circleofstories/educators/lesson3.html http://etext.lib.virginia.edu/toc/modeng/public/LinIndi.htm

Other Resources

Multicultural Review is a quarterly journal that reviews new books and instructional resources, plus publishes feature articles in multicultural studies. Yearly subscription: $59, school, $29.95, individual. (Greenwood Publishing Group; [203] 226-3571). Through Indian Eyes: The Native Experience in Books for Children by Beverly Slapin and Doris Seale. A must for anyone selecting Native American literature. The text includes excellent book reviews and information about Native American resource organizations. (New Society Publishers, 1992. [800] 333-9093. $24.95 paperback, plus $3 shipping). American Indian Reference Books for Children and Young Adults by Barbara J. Kuipers. This book includes a well-developed, two-page checklist that you can use to evaluate fiction and nonfiction literature about any ethnic group. $27.50. (Libraries Unlimited, Inc., 1991. [800] 237-6124). African American Images publishes and distributes more than 300 Africentric titles and products. For a free catalog, write to African American Images, 1909 W. 95th St., Chicago, IL 60643; (800) 552-1991.


http://etext.lib.virginia.edu/toc/modeng/public/LinIndi.htm



http://www.pbs.org/circleofstories/voices/index.html

http://books.google.com/books/about/Grandfather_s_Story_Cloth_Yawg_Daim_Paj.html?id=OksSLAAACAAJ

Multiethnic Children's Literature by Gonzalo Ramirez, Jr., and Jan Lee Ramerez is a comprehensive guide to books accurately depicting contemporary minority groups in the United States. $27.30 (Delmar Publishers, 1994; [800] 347-7707). Hispanic Books Children's Catalog is offered by Hispanic Books Distributors and Publishers; (602) 882-9484. The United States Holocaust Memorial Museum offers free guidelines, bibliography, and videography for teaching about the Holocaust. Write to the museum's Resource Center for Educators, 100 Wallenberg Pl. SW, Washington, DC 20024-2150; (202) 488-6137. Japanese American Curriculum Project (J.A.C.P.) offers a catalogue of Asian and Asian-American books. To order, call (415) 343-9408.

Cooperative Children's Book Center compiles an excellent annual roundup of the best multicultural books. To order, send a $6 check payable to: Treasurer, Friends of the CCBC, Inc., Box 5288, Madison, WI 53705.


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