Who Belongs Here? By Margy Burns Knight, Illustrated by Anne Sibley O’Brien. Published by Smith Printing in 1999. Ages7-13. This is the story of Nary, a Cambodian refugee who immigrates to the U.S. with his grandmother after the death of both parents. Hostility toward immigrants and the impetus to work for change are explored. The central question, "What if everyone . . . whose ancestors came from another country was forced to return to his or her homeland? . . . Who would be left?" signals the book's design as a vehicle for discussion. The text itself pairs Nary's story with italicized information on immigration to the U.S. I also use this book as part of our Immigration unit, as a starting point for talking about the themes of who really is Native to America and how the rest of the population are ultimately, immigrants. It also deals with the themes of prejudice, family structures, and belonging. The alternating text of Nary’s story and italics non fiction facts about immigration also lend this book to talking about text features and text structures. The non fiction portion includes open ended questions about immigration and belonging which are great discussion starters. (Lori Bieging)
The Empty Pot. By Demi. Publishedby Henry Holt and Co. (September 1996) . Ages 4-7. This is a great folk tale about a young boy named Ping who has a green thumb. He can make anything grow as if by magic. When the Emperor holds a contest to see what child can grow the best plant from the seed they are given, Ping is sure he will win. The winner will become the next emperor. As time passes, Ping's seed doesn't grow. Ping tries every thing he can think of to grow the plant but still nothing happens. When the day arrives for all the child to show their plants to the Emperor, Ping brings his empty pot. He feels very embarrassed that his pot is empty when all the other children have beautiful plants. However the Emperor had boiled all the seeds so they wouldn't grow. This is a great story about the importance of honesty no matter how difficult it can be. Teaching Note: This is a great book to teach predicting or theme. (Kim Paulson)
Grandfather Counts By Andrea Cheng Illustrated by Ange Zhang. Publisher: Lee and Low Books Inc. 2000. Gong Gong (Grandfather) is coming from china to live with Helen's family. Helen is nervous and excited about his visit as he only speaks Chinese. At first her grandfather keeps to himself by reading newspapers he brought with him. Then one day Helen was sitting outside watching the train that runs behind her house, Gong Gong joins her. He starts counting the train cars in Chinese and then teaches Helen. Helen then teaches him to count in English and their relationship grows. This is a great book to show story elements and also to show the universality of love between a grandparent and grandchild no matter the boundaries of language and culture. (Meghan Smith)
Grandfather's Journey by Allen Say. Houghton Mifflin Company. 1993
This book tells the story of his grandfather's travel from Japan to America and subsequent return to Japan. Later as the grandson lives out his grandfather's dream of returning to America; the grandson travels to America and also falls in love with both countries and has great empathy for his grandfather's attachment to both countries. This book speaks of the unique cross-cultural experience.
Theme: Adventure
Level: Elementary
Teacher's note: What a great way to welcome students in your classroom and discuss the perspective and uniqueness of the area in which you live! Appreciation of adventure is at the heart of this book.
(Joan Sax)
Grandfather Tang's Story by Ann Tompert and Illustrated by Robert Andrew Parker. Crown Publishers. 1990.
This story is a story within a story. Grandfather Tang and Little Soo were playing with tangrams and Grandfather Tang uses the tangrams to tell a story about fox fairies. This fox fairies story is about Chou and Wu Ling who can change their shapes to different animals. They attempt to outdo each other and end up not only taking the shape but the desires of the new animal and chase each other as various animals. In the end they are both geese and Chou is shot from the sky. At the end, friendship wins out as Wu Ling changes to a lion to save Chou from the hunter. The story ends with Grandfather Tang wanting a rest and Little Soo keeps him company.
Theme: Generational relationships, math and friendship
Level: 2nd - 5th grade
Teacher's Note: This was a book that was part of our Math integration program called Math Bags. There were tangram activities that went throughout the story which allowed manipulative exploration. This story is also great for teaching sequence and cause and effect.
(Joan Sax)
Kamishibai Man by Allen Say. Houghton Mifflin Books for Children; 1ST edition (October 24, 2005). Ages 9-12
In a foreword, Say explains that Kamishibai means "paper theater" and that years ago Kamishibai men were itinerant storytellers who traveled around Japan on bicycles with a big, wooden box mounted on the back seat. The box contained a miniature theater, and beneath it were drawers of candy that the performer sold to eke out a living. As a storyteller spun his tale, he used picture cards to illustrate dramatic points, finishing each time with a cliffhanger designed to entice the children in his audience to come back another time to hear the continuation of the story. Say's lovely new book is about an elderly Kamishibai man, long retired, who, missing his rounds, decides to pedal back to the old neighborhood for one last performance. The story-within-a-story that emerges reveals why this unique type of performance art has all but disappeared. The quietly dramatic, beautifully evocative tale contains a cliffhanger of its own, and its exquisite art, in the style of Kamishibai picture cards, will attract even the most jaded kid away from the TV to enjoy a good, good book. Michael Cart Teacher Note: This book could be used to expose children to story tellers from different cultures, teach traditions, compare/contrast American and Japanese cultures, teach writing styles using cliff hangers to grab the audience (Tricia Griffith)
Zen Shorts by Jon J. Muth. Illustrator: Jon J. Muth. Publisher: Scholastic 2005 (kindergarten - grade 4) Summary of the book: This book introduces children to a Zen approach to the world. It is a story about three siblings and their new neighbor, a panda. The panda, Stillwater, tells tales to the children - the tales invite the children to consider the world and their perceptions from a different angle. “An author's note discusses the basic concept of Zen and details the sources of Stillwater's stories”. A theme for this book: family relationship (throughout the story, the children end up connecting to one another) and community engagement (the new views about the world and each other the children gain from Stillwater’s tales). How to use in the classroom: I could see this book being in the classroom library and also used as a read aloud to the class. It could also be used for background knowledge when learning about Eastern cultures. (Heidi Quimby)
Dear Juno Cover
Dear Juno by Soyung Pak
PreSchool-Grade 2-This warm, simple, yet richly woven story informs readers that even in this electronic age there is nothing like mail received from afar to tie together family and friends. Juno receives a letter that he knows by the envelope and stamp is from his grandmother just outside Seoul. He has to wait for his parents to read it to him, since it is in Korean, but from his grandmother's other enclosures-a photograph and a pressed flower-he has already figured out that she has a new cat and red-and-yellow flowers in her garden. He sends her a picture letter back and in turn is treated to a big envelope with items he can "read" and, perhaps most importantly, colored pencils, which means she expects more picture "letters" from him. The handsome layout, featuring ample white space and illustrations that cover anywhere from one page to an entire spread, perfectly suit the gentle, understated tone of the text. The realistic pictures, created by using oil-paint glazes on sealed paper, have a delightfully cozy feeling, making this a good choice for snuggling up and reading one-on-one.
Teacher note: This book would be a good choice to read during Writer's Workshop or as a read aloud (family relationships)
Patti Thacker
The Latehomecomer by Kao Kalia Yang. Published by Coffee House Press, 2008. Middle school-high school.
Most Americans are relatively ignorant of Hmong history and culture. In fact, many have a negative perception of this immigrant group. For example, few are aware of the fact that the Hmong fought on the American side during the Vietnam War. In this memoir, Yang recounts the harrowing journey of her family from Laos to a refugee camp in Thailand to the U.S. Eventually settling in St. Paul, Minnesota, their struggle was not over. Adapting to a new community that often did not understand nor want them was difficult. This difficulty was compounded by the fact that the Hmong, despite possessing a rich folkloric tradition, have no written language of their own. Determined to tell the story of both her family and her people, Yang intimately chronicles the immigrant experience from the Hmong perspective.
Teacher note: The themes of this book are family relationships and overcoming adversity. It is nonfiction. I would use this book for a biography unit or as an intro for a social action project. My church is currently doing a social action project for the Karen refugees, including furniture collections, baby showers for the Karen, and gift collections at Christmas time. It is also a good book for book clubs. I heard Kao Kalia Yang speak, and it was very moving to hear about the Hmong experience. (Gail Jung)
I was going to add this book, so I will just add to Gail's post instead. Since a large percent of my students are Hmong and either their parents or they themselves, have immigrated to the United States this is a fairly popular book at my school. Kao Kalia Yang is herself a graduate of the school I teach at, and continues to be a voice for people in the Hmong community. A lot of my students enjoy this book because they feel it tells their story. Even though what they, or their parents, went through may have been different it is a mirror for them to see a bit of themselves in a book. There are few books written by or about Hmong people, so this allows an excellent opportunity to connect. It ties in nicely with teaching memoirs(how to read them and how to write them) as well as discussions and windows for students who come from different backgrounds. (Kari Beaudry)
The Clay Marble by Mingfong Ho - Cambodian setting after the Vietnam War. (Kari)
American Eyes: New Asian-American Short Stories for Young Adults edited by Lori M. Carlson with an introduction by Cynthia Kadohata. Published by The Random House Publishing Group, 1994. For middle school students. 10 young Asian-American writers re-create stories that young people go through culturally and traditionally and todays reality. These writers are Japanese, Chinese, Vietnamese, Hawaiian, Filipino, and Korean. They explore the confusion and reality of growing up in a world different from where they grew up or their parents grew up. They tell about the choices we all make when looking for a world in which we want to belong. Many of the stories deal with the same theme: home vs. homeland. " How can a home be safe and secure in a homeland that is dangerous because it rejects you for your difference, or because it invites you to be like everyone else? Is a home the place that keeps the ways of another, more ancient homeland, or is it where new replaces old?"-Lori Carlson.
Family relationships, peer relationships, and community engagement are other themes to discuss with this book. (Michelle Anderson)
Coolies by Yin and Illustrated by Chris Solenpiet. Published by Philomel (February 19, 2001). This book is for elementary students. Coolies is about two Chinese boys who come to California to work on the transcontinental railroad. They face discrimination from their bosses and co-workers daily. The bosses send these the workers into tiny mine shafts that are very dangerous and have to work in extreme weather conditions. Some of the workers and bosses are called names because of their ethnicity and recieve less pay. They eventually face a strike at work because of the work conditions but it eventually falls through. When the railroad is finished everyone is invited to celebrate except the Chinese. Wong and Shek face many hard times but they push through them with determination, always keeping their goal of a good life in mind. This is a great story that touches on important subjects such as racism and immigration. A discussion of how we treat others would be great with young children.
Family relationships and community engagement are themes that are discussed in this book.
Cristina Benz
Grandfather's Journey by Allen Say. Houghton Mifflin, 1993. Grandfather's journey is the story of a man who spent his life moving between Japan and the US. Later, his grandson did the same thing, living in California but frequently visiting Japan. The story could be used in so very many ways, from younger elementary classrooms to high schools. I would use it as an addition to a unit on immigration, or nationalism (at the heart of the story is loving your country, or, in this case, both of your countries), or family relationships. It would also be excellent as a part of a unit on World War II, because one of the most touching illustrations is of the devastation after the war. Family relationships is the major theme of this book. (Amy Korba)
Who Belongs Here? By Margy Burns Knight, Illustrated by Anne Sibley O’Brien. Published by Smith Printing in 1999. Ages7-13.
This is the story of Nary, a Cambodian refugee who immigrates to the U.S. with his grandmother after the death of both parents. Hostility toward immigrants and the impetus to work for change are explored. The central question, "What if everyone . . . whose ancestors came from another country was forced to return to his or her homeland? . . . Who would be left?" signals the book's design as a vehicle for discussion. The text itself pairs Nary's story with italicized information on immigration to the U.S.
I also use this book as part of our Immigration unit, as a starting point for talking about the themes of who really is Native to America and how the rest of the population are ultimately, immigrants. It also deals with the themes of prejudice, family structures, and belonging. The alternating text of Nary’s story and italics non fiction facts about immigration also lend this book to talking about text features and text structures. The non fiction portion includes open ended questions about immigration and belonging which are great discussion starters. (Lori Bieging)
The Empty Pot. By Demi. Publishedby Henry Holt and Co. (September 1996) . Ages 4-7.
This is a great folk tale about a young boy named Ping who has a green thumb. He can make anything grow as if by magic. When the Emperor holds a contest to see what child can grow the best plant from the seed they are given, Ping is sure he will win. The winner will become the next emperor. As time passes, Ping's seed doesn't grow. Ping tries every thing he can think of to grow the plant but still nothing happens. When the day arrives for all the child to show their plants to the Emperor, Ping brings his empty pot. He feels very embarrassed that his pot is empty when all the other children have beautiful plants. However the Emperor had boiled all the seeds so they wouldn't grow. This is a great story about the importance of honesty no matter how difficult it can be.
Teaching Note: This is a great book to teach predicting or theme. (Kim Paulson)
Grandfather Counts By Andrea Cheng Illustrated by Ange Zhang. Publisher: Lee and Low Books Inc. 2000. Gong Gong (Grandfather) is coming from china to live with Helen's family. Helen is nervous and excited about his visit as he only speaks Chinese. At first her grandfather keeps to himself by reading newspapers he brought with him. Then one day Helen was sitting outside watching the train that runs behind her house, Gong Gong joins her. He starts counting the train cars in Chinese and then teaches Helen. Helen then teaches him to count in English and their relationship grows. This is a great book to show story elements and also to show the universality of love between a grandparent and grandchild no matter the boundaries of language and culture. (Meghan Smith)
This book tells the story of his grandfather's travel from Japan to America and subsequent return to Japan. Later as the grandson lives out his grandfather's dream of returning to America; the grandson travels to America and also falls in love with both countries and has great empathy for his grandfather's attachment to both countries. This book speaks of the unique cross-cultural experience.
Theme: Adventure
Level: Elementary
Teacher's note: What a great way to welcome students in your classroom and discuss the perspective and uniqueness of the area in which you live! Appreciation of adventure is at the heart of this book.
(Joan Sax)
This story is a story within a story. Grandfather Tang and Little Soo were playing with tangrams and Grandfather Tang uses the tangrams to tell a story about fox fairies. This fox fairies story is about Chou and Wu Ling who can change their shapes to different animals. They attempt to outdo each other and end up not only taking the shape but the desires of the new animal and chase each other as various animals. In the end they are both geese and Chou is shot from the sky. At the end, friendship wins out as Wu Ling changes to a lion to save Chou from the hunter. The story ends with Grandfather Tang wanting a rest and Little Soo keeps him company.
Theme: Generational relationships, math and friendship
Level: 2nd - 5th grade
Teacher's Note: This was a book that was part of our Math integration program called Math Bags. There were tangram activities that went throughout the story which allowed manipulative exploration. This story is also great for teaching sequence and cause and effect.
(Joan Sax)
Kamishibai Man by Allen Say. Houghton Mifflin Books for Children; 1ST edition (October 24, 2005). Ages 9-12
In a foreword, Say explains that Kamishibai means "paper theater" and that years ago Kamishibai men were itinerant storytellers who traveled around Japan on bicycles with a big, wooden box mounted on the back seat. The box contained a miniature theater, and beneath it were drawers of candy that the performer sold to eke out a living. As a storyteller spun his tale, he used picture cards to illustrate dramatic points, finishing each time with a cliffhanger designed to entice the children in his audience to come back another time to hear the continuation of the story. Say's lovely new book is about an elderly Kamishibai man, long retired, who, missing his rounds, decides to pedal back to the old neighborhood for one last performance. The story-within-a-story that emerges reveals why this unique type of performance art has all but disappeared. The quietly dramatic, beautifully evocative tale contains a cliffhanger of its own, and its exquisite art, in the style of Kamishibai picture cards, will attract even the most jaded kid away from the TV to enjoy a good, good book. Michael Cart
Teacher Note: This book could be used to expose children to story tellers from different cultures, teach traditions, compare/contrast American and Japanese cultures, teach writing styles using cliff hangers to grab the audience (Tricia Griffith)
How to use in the classroom: I could see this book being in the classroom library and also used as a read aloud to the class. It could also be used for background knowledge when learning about Eastern cultures. (Heidi Quimby)
PreSchool-Grade 2-This warm, simple, yet richly woven story informs readers that even in this electronic age there is nothing like mail received from afar to tie together family and friends. Juno receives a letter that he knows by the envelope and stamp is from his grandmother just outside Seoul. He has to wait for his parents to read it to him, since it is in Korean, but from his grandmother's other enclosures-a photograph and a pressed flower-he has already figured out that she has a new cat and red-and-yellow flowers in her garden. He sends her a picture letter back and in turn is treated to a big envelope with items he can "read" and, perhaps most importantly, colored pencils, which means she expects more picture "letters" from him. The handsome layout, featuring ample white space and illustrations that cover anywhere from one page to an entire spread, perfectly suit the gentle, understated tone of the text. The realistic pictures, created by using oil-paint glazes on sealed paper, have a delightfully cozy feeling, making this a good choice for snuggling up and reading one-on-one.
Teacher note: This book would be a good choice to read during Writer's Workshop or as a read aloud (family relationships)
Patti Thacker
Most Americans are relatively ignorant of Hmong history and culture. In fact, many have a negative perception of this immigrant group. For example, few are aware of the fact that the Hmong fought on the American side during the Vietnam War. In this memoir, Yang recounts the harrowing journey of her family from Laos to a refugee camp in Thailand to the U.S. Eventually settling in St. Paul, Minnesota, their struggle was not over. Adapting to a new community that often did not understand nor want them was difficult. This difficulty was compounded by the fact that the Hmong, despite possessing a rich folkloric tradition, have no written language of their own. Determined to tell the story of both her family and her people, Yang intimately chronicles the immigrant experience from the Hmong perspective.
Teacher note: The themes of this book are family relationships and overcoming adversity. It is nonfiction. I would use this book for a biography unit or as an intro for a social action project. My church is currently doing a social action project for the Karen refugees, including furniture collections, baby showers for the Karen, and gift collections at Christmas time. It is also a good book for book clubs. I heard Kao Kalia Yang speak, and it was very moving to hear about the Hmong experience. (Gail Jung)
I was going to add this book, so I will just add to Gail's post instead. Since a large percent of my students are Hmong and either their parents or they themselves, have immigrated to the United States this is a fairly popular book at my school. Kao Kalia Yang is herself a graduate of the school I teach at, and continues to be a voice for people in the Hmong community. A lot of my students enjoy this book because they feel it tells their story. Even though what they, or their parents, went through may have been different it is a mirror for them to see a bit of themselves in a book. There are few books written by or about Hmong people, so this allows an excellent opportunity to connect. It ties in nicely with teaching memoirs(how to read them and how to write them) as well as discussions and windows for students who come from different backgrounds. (Kari Beaudry)
The Clay Marble by Mingfong Ho - Cambodian setting after the Vietnam War. (Kari)
American Eyes: New Asian-American Short Stories for Young Adults edited by Lori M. Carlson with an introduction by Cynthia Kadohata. Published by The Random House Publishing Group, 1994. For middle school students. 10 young Asian-American writers re-create stories that young people go through culturally and traditionally and todays reality. These writers are Japanese, Chinese, Vietnamese, Hawaiian, Filipino, and Korean. They explore the confusion and reality of growing up in a world different from where they grew up or their parents grew up. They tell about the choices we all make when looking for a world in which we want to belong. Many of the stories deal with the same theme: home vs. homeland. " How can a home be safe and secure in a homeland that is dangerous because it rejects you for your difference, or because it invites you to be like everyone else? Is a home the place that keeps the ways of another, more ancient homeland, or is it where new replaces old?"-Lori Carlson.
Family relationships, peer relationships, and community engagement are other themes to discuss with this book. (Michelle Anderson)
Coolies by Yin and Illustrated by Chris Solenpiet. Published by Philomel (February 19, 2001). This book is for elementary students. Coolies is about two Chinese boys who come to California to work on the transcontinental railroad. They face discrimination from their bosses and co-workers daily. The bosses send these the workers into tiny mine shafts that are very dangerous and have to work in extreme weather conditions. Some of the workers and bosses are called names because of their ethnicity and recieve less pay. They eventually face a strike at work because of the work conditions but it eventually falls through. When the railroad is finished everyone is invited to celebrate except the Chinese. Wong and Shek face many hard times but they push through them with determination, always keeping their goal of a good life in mind. This is a great story that touches on important subjects such as racism and immigration. A discussion of how we treat others would be great with young children.- Family relationships and community engagement are themes that are discussed in this book.
Cristina BenzGrandfather's Journey by Allen Say. Houghton Mifflin, 1993. Grandfather's journey is the story of a man who spent his life moving between Japan and the US. Later, his grandson did the same thing, living in California but frequently visiting Japan. The story could be used in so very many ways, from younger elementary classrooms to high schools. I would use it as an addition to a unit on immigration, or nationalism (at the heart of the story is loving your country, or, in this case, both of your countries), or family relationships. It would also be excellent as a part of a unit on World War II, because one of the most touching illustrations is of the devastation after the war. Family relationships is the major theme of this book. (Amy Korba)