Christina Fowler

ELED 310
MULTICULTURAL TEXT SET
Indian Culture Theme
1) Grandfather Gandhi by Arun Gandhi & Bethany Hegedus. Illustrated by Evan Turk.
 Summary- This book is narrated by Gandhi’s grandson and tells the story of when
Arun Gandhi visits his grandfather’s village and gets angry when someone on the
soccer field pushes him. His grandfather teaches him that everyone gets angry
sometimes and actually, anger can be used for good. Instead of lashing out when
angry, anger can be controlled to shed light on injustice.
 Age/grade Level-Preschool to 3rd grade.
 3 key words- Light, Anger, Peace.
 Evaluation of the book- The story is interesting to children, offers children a
variety of things to think about, question or consider, is age-appropriate and
children can understand what is represented, includes a rich, thick plot, includes
a problem and resolution, utilizes style and language that are appropriate for the
children’s ages and interests, and includes realistic/convincing characters. The
illustrations are accurate in terms of setting, plot and characters, correspond to
the text, hold the children’s interest while the text is read and enhance/add to
the story. Cultural considerations: There are no negative stereotypes of the
represented group, the lifestyles of the characters are genuine and complex not
oversimplified or generalized, the characters use speech that accurately
represents their culture and oral traditions, one of the authors, Arun Gandhi is a
part of the group represented, but the other author and the illustrator are not,
There is diversity represented within cultural groups. Reading the article on “10
Quick Ways to Analyze Children’s Books for Racism and Sexism”, I found only one
slight issue throughout the text. On the page where it was talking about the
different chores everyone had to do, the two women were sent to wash the
vegetables and the men were sent to clean the toilet buckets. However, this is
an accurate representation of Indian gender roles during the time, so it would
not make sense to change this.
 Recommended use for the book- There are a variety of uses for the book
depending on the age group and what is happening in the classroom. However, I
think it is a good way to introduce young children to Gandhi and what he stands
for. You could teach this lesson on Gandhi’s birthday and explain to children
how important Gandhi was in his adaptation of civil disobedience in India.
Children can brainstorm ways in which they can carry peace in the classroom,
school, at home, and elsewhere and write these ideas along with a picture.
Older children could even write a story of how they can make the world a better
place by acting in peace.
 SOLs- WHII.14 The student will demonstrate knowledge of political, economic,
social, and cultural aspects of independence movements and development efforts
by a) describing the struggles for self-rule, including Gandhi’s leadership in India
and the development of India’s democracy.
2) The Blind Men and the Elephant by Lillian Quigley:
 Summary- This is a retelling of an old Indian tale in which 6 blind men are curious
about what elephants look like and decide to walk together to the palace to find
out. Each blind man touches a different part of the elephant and compares it to
a different object. The blind men then start arguing about what object the
elephant is like until the Rajah tells them that they are each describing a
different part of the elephant, so to understand the truth of the whole elephant,
they need to put all their different ideas together.
 Age/grade Level-1st to 2nd grade.
 3 key words-Perspective, truth, unity.
 Evaluation of the book- The story is interesting to children, offers children a
variety of things to think about, question or consider, is age-appropriate and
children can understand what is represented, includes a problem and resolution,
and utilizes style and language that are appropriate for the children’s ages and
interests. The illustrations correspond to the text, hold the children’s interest
while the text is read and enhance/add to the story. The book does not adhere
to any of the cultural considerations on the online checklist, except for the
possibility of the author and or illustrator being of Indian nationality. There was
no ‘about me’ section to the book and no information on either the author or
illustrator online. I like the theme the book is portraying about how we all have
different perspectives and therefore, we need to come together to see the
bigger picture. However, I can see how someone who is blind could be offended
by the book. The book was written in 1959 before adequate knowledge and
understanding on people with “exceptionalities” was known or present in
literature for the most part. The blind men in the book are underestimated and
oversimplified due to their ability to only notice one part of the elephant and
only use their sense of touch to do so. Also, the person who finds a solution to
the problem is the Rajah, who is a king and therefore apart of the upper class,
which could imply that the blind men need a king to help them solve their
problems.
 Recommended use for the book- In order to teach children about differences
and unity, you could create a project in the classroom for the children to
complete and assign different tasks to different students based on their
interests/skills. For example, students could complete a recycling project where
they have students and teachers from all around the school bring in materials to
recycle. Some children can design the posters to hang up around the school and
the newsletters to send to the parents, some children can brainstorm ways to
organize the recycled materials as they come in, some students can
disinfect/clean recycled materials, some students can brainstorm where to bring
the materials and finally, the remaining students can write ideas on how to
encourage people to recycle and care for the environment on a larger scale.
Then the students can come together and tell about what was difficult and what
they learned.
  SOLs- 2.10. The students will explain the responsibilities of a good citizen, with
emphasis on c) describing actions that can improve the school and community.
2.9 The student will explain that scarcity (limited resources) requires people to
make choices about producing and consuming goods and services. CE.4 The
student will demonstrate knowledge of personal character traits that facilitate
thoughtful and effective participation in civic life by g) practicing service to the
school and/or local community.
3) Tales from around the world: The Tiger, the old man and the Jackal by Graham Percey
 Summary-This story is a retelling of an Indian tale in which a tiger is stuck in a
cage and convinces the old man to let him out. Once the tiger is let out he says
he lied and he is going to eat the old man. To save himself, the old man asks
objects and other animals for help until he comes across a jackal who tricks the
tiger into going back into the cage.
 Age/grade Level-1st to 3rd grade.
 3 key words-Trickery, thankfulness, jackal.
 Evaluation of the book-The story is interesting to children, offers children a
variety of things to think about, question or consider, is age-appropriate and
children can understand what is represented, includes a problem and resolution,
and utilizes style and language that are appropriate for the children’s ages and
interests and includes realistic, convincing characters. The illustrations
correspond to the text and enhance/add to the story. For the cultural
considerations, some of the parts of the checklist are inapplicable, unknown or
cannot be answered. For example, the characters represent a variety of cultural
groups is inapplicable because the characters in the book are animals. Despite
this, I did asses that children are exposed to multiple perspectives and values,
there are no negative stereotypes of the represented groups, and the
author/illustrator, is from New Zealand and therefore, does not have direct
knowledge on Indian culture.
 Recommended use for the book- While teaching the children about India, you
could read the children this folktale and another popular American folktale and
compare the books considering their characters and story lines. The similarities
and differences can be documented on chart paper.
 SOLs-Oral Language. 1.1 The student will continue to demonstrate growth in the
use of oral language. E) Express ideas orally in complete sentences.
4) Taresh the Tea Planter by William Papas
 Summary-Taresh the tea planter is a story about a boy named Taresh who goes
through school, but refuses to work hard so he is sent to work as a tea planter.
Taresh tries out each stage of planting tea, but at every stage Taresh is lazy and
refuses to do work. Finally, his family gets frustrated and sends Taresh out to
find his own work. On his quest for work, Taresh stumbles upon a poor village
and gives them food and then teaches them how to create their own tea
plantation.
 Age/grade Level-2nd to 4th grade.
  3 key words-Work ethic, tea, bullock.
 Evaluation of the book- The story is interesting to children, offers children a
variety of things to think about, question or consider, is age-appropriate and
children can understand what is represented, includes a rich, thick plot, includes
a problem and resolution, utilizes style and language that are appropriate for the
children’s ages and interests, and includes realistic/convincing characters. The
illustrations are accurate in terms of setting, plot and characters, correspond to
the text, hold the children’s interest while the text is read and enhance/add to
the story. Cultural considerations: Children are exposed to multiple perspectives
and values, there are no negative stereotypes of the represented groups, the
lifestyles of the characters are genuine and complex not oversimplified or
generalized, the characters use speech that accurately represents their culture
and oral traditions and there is diversity represented within cultural groups. Even
though the author is not apart of the group being portrayed, he did visit India for
an extended period of time which inspired him to create the story. According to
the “10 Quick ways to analyze Children’s books for Racism and Sexism” article,
the book does not contain racism or sexism due to the lack of stereotypes, and
the sharing of roles between men and women.
 Recommended use for the book-This book would be a good way to introduce
children to where tea is made and how through the eyes of boy main character.
After reading the book, the class could make their own tea by putting various
spices together, writing down their recipes and then tasting it later.
 SOLs- Writing. 1.12 The students will print legibly a) Form letters accurately. B)
Space words within sentences. C) Use the alphabetic code to write unknown
words phonetically. Reading 1.9 The student will read and demonstrate
comprehension of a variety of fictional texts. a) Preview the selection. b) Set a
purpose for reading. c) Relate previous experiences to what is read. d) Make and
confirm predictions. e) Ask and answer who, what, when, where, why, and how
questions about what is read. f) Identify characters, setting, and important
events. g) Retell stories and events, using beginning, middle, and end. h) Identify
the main idea or theme. i) Read and reread familiar stories, poems, and passages
with fluency, accuracy, and meaningful expression.
5) My Dadima Wears a Sari by Kashmira Sheth
 Summary-The narrator of the book is describing the different uses her Dadima
has for the sari she wears. By the end of the book, the granddaughter learns
more about what saris are and ends up learning how to put one on.
 Age/grade Level-1st to 3rd.
 3 key words-Sari, Dadima, Uses.
 Evaluation of the book- The story is interesting to children, offers children a
variety of things to think about, question or consider, is age-appropriate and
children can understand what is represented, includes a rich, thick plot, includes
a problem and resolution, utilizes style and language that are appropriate for the
children’s ages and interests, and includes realistic/convincing characters. The
 illustrations are accurate in terms of setting, plot and characters, correspond to
the text, hold the children’s interest while the text is read and enhance/add to
the story. Cultural considerations: Children are exposed to multiple perspectives
and values, the lifestyles of the characters are genuine and complex not
oversimplified or generalized, the characters use speech that accurately
represents their culture and oral traditions and there is diversity represented
within cultural groups. The author of the novel, Kashmira Sheth, grew up in India
and her stories are based on experiences she had as a child. According to the
article on racism/sexism, the novel does not reflect these ideas, but instead gives
beauty to another culture’s dress attire by showing the various uses for wearing
a sari.
 Recommended use for the book-The children could listen to the book and then
after discussing it and answering questions, they could learn how to tie their own
sari.
 SOLs- Reading 1.9 The student will read and demonstrate comprehension of a
variety of fictional texts. a) Preview the selection. b) Set a purpose for reading. c)
Relate previous experiences to what is read. d) Make and confirm predictions. e)
Ask and answer who, what, when, where, why, and how questions about what is
read. f) Identify characters, setting, and important events. g) Retell stories and
events, using beginning, middle, and end. h) Identify the main idea or theme. i)
Read and reread familiar stories, poems, and passages with fluency, accuracy,
and meaningful expression.
6) Monsoon Afternoon by Kashmira Sheth
 Summary-The young boy describes what it is like right before, during and after
the monsoon hits in his part of India. His “Dadaji” or grandfather sails paper
boats with him outside in the rain and then his grandfather answers questions
about the monsoon.
 Age/grade Level-1st to 3rd.
 3 key words-Monsoon, Dadiji, mangoes.
 Evaluation of the book- The story is interesting to children, offers children a
variety of things to think about, question or consider, is age-appropriate and
children can understand what is represented, includes a rich, thick plot, includes
a problem and resolution, utilizes style and language that are appropriate for the
children’s ages and interests, and includes realistic/convincing characters. The
illustrations are accurate in terms of setting, plot and characters, correspond to
the text, hold the children’s interest while the text is read and enhance/add to
the story. Cultural considerations: Children are exposed to multiple perspectives
and values, the lifestyles of the characters are genuine and complex not
oversimplified or generalized, and the characters use speech that accurately
represents their culture and oral traditions. Again, the author of the book,
Kashmira Sheth, grew up in India. None of the racist or sexist concerns apply to
this novel due to the lack of stereotypes and the candidness of the monsoon
experience in India.
  Recommended use for the book-On the class’ unit on India, children can be
introduced to what Monsoons are. After reading the book, the teacher and the
children can discuss what monsoons are and what happens, before, during and
after them. Next, students can compare this weather pattern to the weather
pattern in the U.S. and explain how people in different places experience
different weather.
 SOLs- SOLs- Reading 1.9 The student will read and demonstrate comprehension
of a variety of fictional texts. a) Preview the selection. b) Set a purpose for
reading. c) Relate previous experiences to what is read. d) Make and confirm
predictions. e) Ask and answer who, what, when, where, why, and how
questions about what is read. f) Identify characters, setting, and important
events. g) Retell stories and events, using beginning, middle, and end. h) Identify
the main idea or theme. i) Read and reread familiar stories, poems, and passages
with fluency, accuracy, and meaningful expression. Earth Patterns, cycles and
change. 1.7 The student will investigate and understand weather and seasonal
changes. Key concepts include a) changes in temperature, light, and precipitation
affect plants and animals, including humans; b) there are relationships between
daily and seasonal changes; and c) changes in temperature, light, and
precipitation can be observed and recorded over time.
7) Sona and the Wedding Game by Kashmira Sheth
 Summary-This book is about how Sona with the help of her cousin devises a plan
to steal her future brother in law’s shoes during the wedding, which is an Indian
wedding tradition for the two merging families to get more acquainted and
comfortable with each other.
 Age/grade Level-1st to 3rd.
 3 key words-Wedding, rituals, shoe-stealing.
 Evaluation of book- The story is interesting to children, offers children a variety
of things to think about, question or consider, is age-appropriate and children
can understand what is represented, includes a rich, thick plot, includes a
problem and resolution, utilizes style and language that are appropriate for the
children’s ages and interests, and includes realistic/convincing characters. The
illustrations are accurate in terms of setting, plot and characters, correspond to
the text, hold the children’s interest while the text is read and enhance/add to
the story. Cultural considerations: Children are exposed to multiple perspectives
and values, the lifestyles of the characters are genuine and complex not
oversimplified or generalized, and the characters use speech that accurately
represents their culture and oral traditions and there is diversity represented
within cultural groups. The author of this book grew up in India and witnessed
many Indian weddings, however the illustrator was born in Japan. I checked the
ways to evaluate children’s books based on sexism and racism and did not find
evidence of either.
 Recommended use for the book-After reading the book, the class could engage
in discussion on how weddings are different in different parts of the world, and
 can even differ in America. Children can discuss their experiences of being in a
wedding, attending one, or experiencing weddings in some other way. The class
can compare and contrast the wedding in the book to the weddings they know
about.
 SOLs- Oral Language. 1.1 The student will continue to demonstrate growth in the
use of oral language. E) Express ideas orally in complete sentences. Reading 1.9
The student will read and demonstrate comprehension of a variety of fictional
texts. a) Preview the selection. b) Set a purpose for reading. c) Relate previous
experiences to what is read. d) Make and confirm predictions. e) Ask and answer
who, what, when, where, why, and how questions about what is read. f) Identify
characters, setting, and important events. g) Retell stories and events, using
beginning, middle, and end. h) Identify the main idea or theme. i) Read and
reread familiar stories, poems, and passages with fluency, accuracy, and
meaningful expression.
8) India by Sunita Apte
 Summary-This is a nonfiction book which is comprised of six chapters including
daily life in India, early India, Indian independence and India today.
 Age/grade level-2nd to 4th.
 3 key words-population, independence, civil disobedience.
 Evaluation of book-For the story, some of the components of the checklist are
irrelevant because it is a nonfiction book. However, the book does contain, the
story is interesting to children, offers children a variety of things to think about,
question or consider, is age-appropriate and children can understand what is
represented, and utilizes style and language that are appropriate for the
children’s ages and interests. The illustrations hold the children’s interest while
the text is read and enhance/add to the story. Cultural considerations: Children
are exposed to multiple perspectives and values. There are no negative
stereotypes of the negative groups. There is diversity represented within cultural
groups. Although the author of the book did not grow up in India, her father was
born in India so she grew up learning about the culture and practices.
 Recommended use-
 SOLs- Reading 1.10 The student will read and demonstrate comprehension of a
variety of nonfiction texts. a) Preview the selection. b) Use prior and background
knowledge as context for new learning. c) Set a purpose for reading. d) Identify
text features such as pictures, headings, charts, and captions. e) Make and
confirm predictions. f) Ask and answer who, what, where, when, why, and how
questions about what is read. g) Identify the main idea. h) Read and reread
familiar passages with fluency, accuracy, and meaningful expression.
9) India by Manini Chatterjee and Anita Roy
 Summary-This nonfiction Indian book has more chapters and more detailed
information and pictures on various aspects of India’s identity.
 Age/grade level-3rd to 5th grade.
 3 key words-Dance, cuisine, jewelry.
  Evaluation of book- For the story, some of the components of the checklist are
irrelevant because it is a nonfiction book. However, the book does contain, the
story is interesting to children, offers children a variety of things to think about,
question or consider, is age-appropriate and children can understand what is
represented, and utilizes style and language that are appropriate for the
children’s ages and interests. The illustrations hold the children’s interest while
the text is read and enhance/add to the story. Cultural considerations: Children
are exposed to multiple perspectives and values. There are no negative
stereotypes of the negative groups. There is diversity represented within cultural
groups.
 Recommended use-There are plenty of uses for this book. The book could be
sectioned off so that each student could read a page and then describe what
they learned to the class. An alternative suggestion, would be to have the
children make Indian food together, make an Indian drum or jewelry. Finally, the
book could be used as a source for a child’s research project.
 SOLs- Reading 1.10 The student will read and demonstrate comprehension of a
variety of nonfiction texts. a) Preview the selection. b) Use prior and background
knowledge as context for new learning. c) Set a purpose for reading. d) Identify
text features such as pictures, headings, charts, and captions. e) Make and
confirm predictions. f) Ask and answer who, what, where, when, why, and how
questions about what is read. g) Identify the main idea. h) Read and reread
familiar passages with fluency, accuracy, and meaningful expression.
10) Countries Around the World: India by Ali Browlie Bojang
 Summary-This nonfiction book also separates the book into thematic sections
but includes information on the Indian caste system, how various sports started
in India, festivals, etc. with other facts dispersed throughout the book and a
timeline at the end.
 Age/grade level-2nd to 5th grade.
 3 key words-Caste, money and infrastructure.
 Evaluation of book- For the story, some of the components of the checklist are
irrelevant because it is a nonfiction book. However, the book does contain, the
story is interesting to children, offers children a variety of things to think about,
question or consider, is age-appropriate and children can understand what is
represented, and utilizes style and language that are appropriate for the
children’s ages and interests. The illustrations hold the children’s interest while
the text is read and enhance/add to the story. Cultural considerations: Children
are exposed to multiple perspectives and values. There are no negative
stereotypes of the negative groups. There is diversity represented within cultural
groups.
 Recommended use-Children can read the book and then create the Broccoli Bajj
recipe located on page 30. In addition, after the money page, children can
look/touch real Indian money and see how it is similar/different to our money.
 SOLs- Reading 1.10 The student will read and demonstrate comprehension of a
variety of nonfiction texts. a) Preview the selection. b) Use prior and background
knowledge as context for new learning. c) Set a purpose for reading. d) Identify
text features such as pictures, headings, charts, and captions. e) Make and
confirm predictions. f) Ask and answer who, what, where, when, why, and how
questions about what is read. g) Identify the main idea. h) Read and reread
familiar passages with fluency, accuracy, and meaningful expression.