Title: My First Passover

Author: Tomie dePaolaIllustrator: Tomie dePaola

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

1)

2)

3)

4)

5)
6)

Question
Yes
X
Is this book free of female stereotypes?
(females always cooking/cleaning, not
working outside of the home)
Is this book free of male stereotypes? (males X
always liking 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

special and talks about

meal.

No

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 X
exactly alike)?
Would students have a positive self-image X
when done reading?

N/A Notes

Clothingwornby
womenisnotmodern
(ex.long,loosedresses
andskirts/tights).

7)

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

8)

X
Is the author qualified to write the story?
(do they have 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.]

9)
10)

11)
12)

Does the storyline include acceptance of

everyone?
Is this book free of derogatory language?

X
X

X
X

13)

Is the setting of the story accurate and free

of stereotypes? (ex. women should not
always be only in the home, minorities
should not always be portrayed in lowincome towns)

14)

X
Is the copyright up-to-date and does it
provide current, relevant information?
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)

Theres
an
underlyin
g
message
that
females
need
protection
from
males.
Aside
fromthe
doe,there
areno
female
characters
inthe
story(no
female
hunters).

2)

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

sports, bringing home the bread, and being
overpowering)

Themale
isthe
protector,
inpower,
andthere
areonly
male
hunters.

3)

Is this book free of racial/ethnic stereotypes?

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

Itcould
be
perceived
thatall
people
from
Indiaare
Buddhist,

4)

Onlymen
arein
power,or
are
hunters.

Girls
cannot
relate.

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

5)

Are the characters free of tokenism (looking exactly alike)?X

6)

Would students have a positive self-image when done

reading?

7)

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

8)

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)

9)

Are students empowered and encouraged to take action for

change?

Thestory
issourced
andretold
fromThe
Jataka,
Storiesof
the
Buddhas
Former
Births.

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)
12)
13)

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of stereotypes?
(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?
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.
family lives in Michigan, but does not celebrate the same holidays
her neighbors. Her family celebrates Hanukkah, while most of her
celebrate Christmas. Everyone is joyous and zealous. However, a
fever epidemic has occurred, and Trishas family is one of the few

X
X
X

Trishas
as most of
neighbors
scarlet
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)

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

5)

Are the characters free of tokenism (looking exactly alike)?X

6)

Would students have a positive self-image when done

reading?

No

N/A

Notes

The
malesare
helpingin
the
kitchen.

7)

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

8)

X
Is the author qualified to write the story? (do they have
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for X
change?
X
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.]

9)
10)

11)
12)
13)

14)

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of stereotypes?
(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?

X
X
X

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
former slave, and was born into poverty. He was made fun of
accepted by others. He became a servant, but trusted God.
worked through him to perform many miracles, and he
to serve in churches. He became well-known and well-loved.

1)
2)

3)

Question
Is this book free of female stereotypes? (females always
cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking
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

African,
and not
God
continued

Yes

No

N/A

Notes

X
X

Inthe
story,
Martinis
stereotyp
edby
other
characters
because
ofhis
race,but
heproves
the
stereotyp
eswrong.

4)

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

5)

Are the characters free of tokenism (looking exactly alike)?X

6)

X
Would students have a positive self-image when done
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

7)

8)

9)

X
Is the author qualified to write the story? (do they have
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for X
change?

10)

X
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)
12)
13)

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of stereotypes?
(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?
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)

X
X
X

Title: Christmas Around the World

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

Question

1986
Christian
cultural celebrations
world.

Yes

No

N/A

Notes

1)
2)

3)

4)

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)
X
Is this book free of racial/ethnic stereotypes?
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

5)

Are the characters free of tokenism (looking exactly alike)?X

6)

X
Would students have a positive self-image when done
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

7)

8)

Is the author qualified to write the story? (do they have

experience with or access to accurate knowledge of the
diverse themes represented)

9)
10)

11)
12)
13)

14)

Are students empowered and encouraged to take action for

change?
X
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.]
X
Does the storyline include acceptance of everyone?
X
Is this book free of derogatory language?
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?

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,
sodont
change
much
overtime.

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
parents are not with her. Her grandmother gives her beautiful
outfits to cheer her up. While at the prayer hall, Aneesa meets two
who are refugees. She shares her new clothes with them and
makes it the best Eid holiday ever.

1)
2)

3)

4)

Question
Is this book free of female stereotypes? (females always
cooking/cleaning, not working outside of the home)
Is this book free of male stereotypes? (males always liking
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

her
girls

Yes
X
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

5)

Are the characters free of tokenism (looking exactly alike)?X

6)

Would students have a positive self-image when done

reading?

No

N/A

Notes

7)

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

8)

X
Is the author qualified to write the story? (do they have
experience with or access to accurate knowledge of the
diverse themes represented)
Are students empowered and encouraged to take action for X
change?
X
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.]

9)
10)

11)
12)
13)

14)

Does the storyline include acceptance of everyone?

Is this book free of derogatory language?
Is the setting of the story accurate and free of stereotypes?
(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?

X
X
X

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 work--even on Eid!