Children’s Books: Anti-racism
Reading to End Racism Book List
KEY TO ABBREVIATIONS
Abbreviations in left margin:
1. Suggested Grade Level:
EE suitable for early elementary school (K-2)
E suitable for grades 2-5
M suitable for grades 6-8
A adult resource book
2. Race/Ethnicity AA African-American
AI American Indian
U Universal for all races and ethnicities
3. Language ….. English, except when otherwise noted
Abbreviations after title and author:
4. Type of Literature
This list has not been updated in a few years, so if you know of new children’s books dealing with racism, send the author and title to me and I will add it to the list.
ALPHABETICAL LIST OF BOOKS, BY TITLE
EE, E Almost to Freedom. Vaunda Micheaux Nelson; Colin Bootman, il. F
AA An Underground Railroad story told as if by a little girl’s rag doll. The author’s note at
the end gives facts about the Underground Railroad and the dreadful consequences if runaway
slaves were caught and returned to the slave owners. Grammar and syntax are those of Black
slaves in the 19th century. (This may not be comfortable for some RER Readers to handle.)
E Amazing Grace. Mary Hoffman and Caroline Binch. F
AA Although classmates say that she cannot play Peter Pan in the school play because she is
Black and a girl, Grace discovers that she can do anything she sets her mind to. Includes racism
and sexism in a way children can understand. It inspires us to re-examine our beliefs about roles
and personal initiative. (This is such a popular book, it may be overused.)
EE, E Amelia’s Road. Linda Jacobs Altman: Enrique O. Sanchez, il. F
Lat “Amelia Luisa Martinez and her family, migrant farm workers, move from harvest to harvest,
staying in labor camps for short periods of time . . . but during one harvest . . . she finds a special
spot near an old tree that she claims as her own. Affecting and ultimately hopeful.” (From
Based on the true experiences of the author and her family.
E, M America Street. Anne Mazer, ed. F, Anth, Ref
Multi Stories from various ethnic backgrounds. Recommended stories: “The Circuit” about migrant
workers (from the book of the same name) and “The Wrong Lunch Line.”
E, M And the Earth Did Not Devour Him. Tomás Rivera. F
Lat Stories of the lives of migrant workers of the 40’s and 50’s, told in a child’s voice. E/S Especially suitable for RER: “Es que duele/ It’s That It Hurts,” “Faltaba una hora/ It Was an Hour
Before” and the title story. This is an excellent book for middle school, but needs reader
preparation for language and religious references. See Y no se lo tragó la tierra.
EE, E An Angel Just Like Me. Mary Hoffman; Cornelius van Wright and Ying-Hwa Hu, il. F
AA An African-American child wonders why none of the angels in the stores look like him. An
artist friend becomes an ally.
EE, E Angel Child, Dragon Child. Michel Maria Surat; Vo-Dinh Mai, il. F
A Vietnamese girl is teased at school for wearing pajamas. She and her tormentor fight, but
when the principal intervenes they become friends. The class holds a Vietnamese fair to raise
money so her mother can come to the U. S.
M, A Anne Frank: the diary of a young girl. Anne Frank; introduction by Eleanor Roosevelt. NF, Ref
J This story has been widely circulated, and most young people have read it or had it read to
them. Still, it is one of the classic books about the Holocaust, and it belongs in the RER
EE Ashok by Any Other Name. Sandra S. Yamate; Janice Toshinaka, il. F
O Ashok’s family is from India, and his name is that of an Indian king. In school in the U.S. he
feels embarrassed that he doesn’t have an “American” name until the Principal points out that he is
lucky – when people from Africa were brought to the U.S. as slaves, they weren’t allowed to keep
their names. Ashok shouldn’t be embarrassed; he should try to be the first one to make his name
famous. This is a switch on My Name Is Jorge, My Name Is Maria Isabel, The Unbreakable Code, and
Cheyenne Again, but with the same message of racial pride. Told in Easy Reader-type language.
E A Band of Angels. Deborah Hopkinson; Raúl Colón, il. NF
AA A true story, told as fiction, of the Jubilee Singers just after the Civil War, written by the
author of Sweet Clara and the Freedom Quilt. “A warm and moving picture book. Hopkinson’s
lilting text interweaves subtle details about racial tensions after the Civil War, while emphasizing
the importance of education and of being true to oneself. [Colón’s] compositions reveal the
courage and heart of these trail-blazing singers.” Publisher’s Weekly starred review.
E, M Baseball Saved Us. Ken Mochizuki; Dom Lee, il. F JA Surrounded by guards, fences and desert, Japanese-Americans in an internment camp create a baseball field. A young boy tells how baseball gave them a purpose while enduring injustice and humiliation. American Bookseller, Pick of the Lists.
E, M Bat 6. Virginia Euwer Wolff. F JA “The sixth-grade girls of Barlow and Bear Creek Ridge have been waiting to play in the annual softball game (the Bat 6) for as long as they can remember. But something is different this year. There’s a new girl on each team, each with a secret in her past which sets them on a
collision course to explode on game day.” (From the book jacket.) The story is told by each girl
in turn. Excellent as literature — a nuanced understanding of how racism can begin and its
consequences both for the perpetrator and the victim, as well as for those who stood on the
sidelines and didn’t speak up.
E, M Becoming César Chávez. Michelle Roman; photographed by George Elfie Ballis. NF Lat The life story of César Chávez, illustrated with photographs. Note: included is a one-page description, written by Daniél Escalante, about the plight of farm workers at the time César Chávez became a leader of the United Farm Workers. This should be used to supplement the book.
E, M El béisbol nos salvó. Ken Mochizuki; Dom Lee, il. F JA Baseball Saved Us in Spanish.
EE, E Bird Talk. Lenore Keeshig-Tobias; Polly Keeshig-Tobias, il. F AI “The warmly-told story of an Ojibway child who hears at school, ‘If you’re Indian why don’t you come from India?’ or ‘Where’s your feathers then?’” She is strengthened by her mother’s support. A sweet book , showing a strong present-day family. The illustrations would be hard to see unless the children are very close.
EE, E Black Like Kyra, White Like Me. Judith Vigna. F
AA Kyra and Christy are best friends in gymnastics class. So, when Kyra’s family moves next
door to Christy’s, they both want to celebrate. But the neighbors — all white — spoil the
excitement; some vandalize the new family’s van; one family moves out of the neighborhood.
Yet, Christy and Kyra remain strong in the face at this racism, and their friendship with each other
E The Bracelet. Yoshiko Uchida; Joanna Yardley, il. F
JA A 7-year-old girl is sent with her family to an internment camp (1942). This is a poignant
story of the heartbreak of internment and a family’s courage in the face of it. Good, clear fullpage
illustrations. The first book of a trilogy about the same family described in Desert Exile and
The Journey Home.
M, A Braided Lives. Minnesota Humanities Commission. Anth, Ref
Multi An excellent anthology of fiction, non-fiction and poetry by American Indian, Latino,
African-American, and Asian-American writers, compiled by collaboration between the
Humanities Commission and the Minnesota Council of Teachers. Many well-known authors.
Especially recommended: “Making Do,” “Sure You Can Ask Me a Personal Question,” “Without
Title,” “How to Tame a Wild Tongue,” “Apa,” “Zami,” and “Everyday Use,” “A Response to
Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers.”
(From the book jacket.)
A A Broken Flute; The Native Experience in Books for Children. Doris Seale and Beverly Slapin,
AI eds. NF, Ref
“Evaluates hundreds of books for children and teenagers published from the early 1900s
through 2004 . . . [Reviews] take on Newbery and Caldecott medalists and reading-list perennials
for their simplistic, stereotype-filled, condescending and outright false portrayals of American
Indians.” (From the listing in Oyate.) Edited by the same two women as Through Indian Eyes.
E A Bus of Our Own. Freddi Williams Evans; Shawn Costello, il. F
AA “Based on real events, A Bus of Our Own tells how a community banded together to help its
children get an education.” (From the book jacket.) The author tells about her own rural
Mississippi upbringing. Even though the story is set in the past, it is a good example of how
people working together can solve problems.
E The Butterfly. Patricia Polacco. F/NF
J A story based on Patricia Polacco’s family history. Her great-aunt sheltered many Jewish
families during the occupation of Paris, and aided them on their way to freedom. This is the
touching story of Polacco’s Aunt Monique who was then a child, and her friendship with a
refugee girl who eventually escaped to Switzerland, though the girl’s parents did not survive.
E La casa en Mango Street. Sandra Cisneros. F
Lat See The House on Mango Street. Span
E The Cat from Kosovo. Mary-Jane Hampton; Tamara Thiebaux, il. NF
O The war in Kosovo forced Olsa and Bashkim, an Albanian couple, to flee in the middle of the
night, taking with them only a few prized possessions, one of which was Misha, a small brown and
white cat, a stray which had adopted them How Misha was smuggled through Macedonia to
Canada, where she was issued an official immigration card, makes an entertaining tale. The
Reader should probably abbreviate the story, and perhaps take a map showing Kosovo and
E César Chávez: A Photo-Illustrated Biography. Lucile Davis. NF
Lat The life story of the Mexican-American labor leader who achieved justice for farm workers
by creating a union to protect their rights.
E, M César Chávez: The Struggle for Justice / La lucha por la justicia. Richard Griswold del
Lat Castillo; Anthony Accardo, E/S The César Chávez story in English and Spanish. Very nice full-page illustrations. Written by a professor of Chicano and Chicana Studies at San Diego State University.
EE Char Siu Bao Boy. Sandra S. Yamate; Carolina Yao, il. F
CA Charlie loves char siu bao (Chinese barbecued pork buns). He brings it every day for lunch,
but his friends think it looks awful until the day when he brings enough for his friends to share.
An example of a child solving his own problems and sharing his own cultural heritage.
E Cheyenne Again. Eve Bunting; Irving Toddy, il. F
AI Cheyenne Indian boy is taken from his family and placed in the repressive atmosphere of
an Indian School, which attempts to take away his culture, his language, and his pride. One
sympathetic teacher encourages him to believe that he can remain Cheyenne inside, no matter
A Children of Topaz: The Story of a Japanese-American Internment Camp. Michael O. Tunnell and
JA George W. Chilcoat, eds. NF, Ref
Excerpts from the diary of a third-grade class in the Topaz Relocation Camp. Shows
resilience and determination in spite of repression.
E The Christmas Menorahs. Janice Cohn; Bill Farnsworth, il. NF
J Describes how people in Billings, Montana, joined together to fight a series of hate crimes.
Good for illustrating how different people respond to hate.
A, M The Circuit. Francisco Jiménez. F
Lat Semi-autobiographical stories about a migrant worker family. A young boy experiences
difficulty in school because of not being able to speak English and because the family must move
constantly to follow the crops. Especially recommended: “Learning the Game” and “Inside Out”.
M City Kids Speak on Prejudice. Jim Henson Publishing; photographs by Bobby Crosby and others.
Multi NF “City Kids is a New York-based, not-for-profit, multi cultural foundation dedicated to the
survival of today’s youth.” (From the book jacket) A collection of discussions, stories, and
proposed solutions primarily about racism, but mentioning other forms of prejudice also. An
excellent starting-point for teen-aged discussions, this book could be used for teen-training, as
well as by RER Readers at middle school level.
A Close the Book on Hate. Barnes & Noble and the Anti-Defamation League. NF, Ref
U This pamphlet, distributed by Barnes & Noble and the Anti-Defamation League to launch the
“Close of Book on Hate” campaign, lists suggestions in 18 categories, such as: home, school,
workplace, house of worship, and community-at-large.
E, M Compañeros de equipo. Peter Golenbock; Paul Bacon, il. NF
Lat See Team Mates. Span
E, M Coolies, Yin; Chris Soentpiet, il. F
CA The story includes some history of Chinese railroad workers, information on Chinese culture,
and examples of discrimination against Chinese. The book includes some suspense regarding
disappearance of one main character.
M, A Cool Salsa. Lori M. Carlson, ed.; Introduction by Ocsar Hijuelos. P, Anth
E/S Bilingual poems on growing up Latino in the United States. Some poems are translated from
one language into the other, others are internally bi-lingual. The introduction by Oscar Hijuelos
tells of his early experiences as the son of Cuban immigrants in New York, and his parents’ habit
of fear. Several poems deal with the trauma of losing one’s language: “Translating Grandfather’s
House” and “Learning English”, for instance.
E, M Cosechando Esperanza. Kathleen Krull; Yuyi Morales, il. NF
Lat See Harvesting Hope.
EE Courtney’s Birthday Party. Loretta Long; Ron Garnett, il. F
AA “Courtney and Diana are best friends. They ride the same school bus; they sit in the same
row in class; they love the same snacks. And on Saturday they will be the same age, seven. It has
never mattered to them that one is white and one is Black. But when Courtney’s mom sends the
invitations to the class, Diana is not included. Both Courtney and Diana are devastated.” (From
the book jacket) In this book, Courtney confronts her mother’s prejudice.
A Dancing on the Rim of the World. Andrea Lerner, ed. Anth, Ref
AI A collection of contemporary Native American writing from the Pacific Northwest.
M Dare to Be Different, Athletes Who Changed Sports. Brad Herzog. NF
Multi True stories of Jackie Robinson (baseball), Wilma Rudolph (track), Charlie Sifford (golf),
Willie O’Ree (hockey), and Jim Thorpe (baseball)—all minority athletes who broke racial
barriers. These essays are written using simple language and large type. Each has a photograph of
the person. Other stories in the book address other ways in which barriers were broken.
A Darkness Over Denmark, the Danish Resistance and the Rescue of the Jews. Ellen Levine. NF,
J Ref “The story of both the resistance and the rescue of the Jews under Nazi occupation of
Denmark. It is a tale of the collective and individual acts of bravery and altruism. . .[True] stories
interspersed throughout the narrative tell of the people who would not stand by and watch, of a
nation that chose to act.” (From the book jacket.) This is the true story behind the legend
told in The Yellow Star.
E, M Dear Willie Rudd. Libba Moore Gray; Peter M. Fiore, il. F
AA “Miss Elizabeth, now an adult, writes a letter to Willie Rudd, the Black housekeeper who
helped raise her. In the letter she writes of how it would be different if Willie Rudd were alive
today, how they could ride together in the bus, sit together in movies, etc. With great subtlety,
Gray unfolds the story of a life and of a country’s shameful history. A beautiful and significant
book.” (Publisher’s Weekly starred review.)
E, M Desert Exile: The Uprooting of a Japanese-American Family. Yoshiko Uchida. F
JA Second book of a trilogy about the same family described in The Bracelet and Journey Home.
E, M Eagle Song. Joseph Bruchac; Dan Andreasen, il. F
AI “Danny Bigtree’s family has moved to a new city, and no matter how hard he tries, Danny
can’t seem to fit in. . . The kids in his class call him ‘chief’ and tease him about being an Indian —
the thing that makes Danny most proud. . . This appealing portrayal of a strong family offers an
unromcized portrayal of Native American culture. . . and gives a subtle lesson in the meaning of
daily courage.” (From the book jacket.) Set in contemporary times.
E, M Encounter. Jane Yolen. F
AI A Taíno Indian boy on the island of San Salvador recounts the landing of Columbus and his
men in 1492, and then, as an old man, tells of the disastrous results for his people.
E, M Esperanza Rising. Pam Muñoz Ryan. F
Lat A young girl and her mother lose the ranch where they have lived a comfortable middle-class
existence in Mexico and go with former ranch employees to be field workers in California at the
time when field workers are beginning to organize and strike. Good for excerpts and as a followup
E, M Farewell to Manzanar. Jeanne Wakatsuki Houston. NF
JA “The true story of one spirited Japanese-American family’s attempt to survive the indignities
of forced detention; and of a native-born American child who discovered what it was like to grow
up behind barbed-wire in the United States.” (From the book jacket.)
E First Day in Grapes. L. King Pérez; Robert Casilla, il. F
Lat The author bases this story on her husband’s experiences growing up as a migrant child in
California. Chico has started school in many new places, and has often been teased or bullied.
This time he faces down two bullies (besting them with his math skills!), makes new friends, and
has a great first day in school.
E Follow the Drinking Gourd. Jeanette Winter; illustrated by the author. F
AA “It sounded like a simple folk song sung by slaves, but it was really a map to freedom — for
hidden in the lyrics were directions to the escape route known as the Underground Railroad.”
(From the book jacket.) The illustrations by the author are beautiful, though they may not carry
well in a large classroom. Words and music for the song are included.
E Freedom on the Menu; The Greensboro Sit-Ins. Carole Boston Weatherford; Jerome Lagarrique, AA il. F“Eight-year-old Connie doesn’t march or give speeches, but she does see her older brother and sister registering voters and making signs that say, ‘Equality Now,’ and she knows her family
is excited, and a little worried, about the changes that have come to their town. For Connie, she’s
just always wanted to sit down at the lunch counter, and maybe drink from any water fountain
that’s around. That seems fair, doesn=t it?” (From the book jacket.) Illustrated by the artist who
also illustrated Freedom Summer.
E Freedom School, Yes! Amy Littlesugar; Floyd Cooper, il. F
AA “This triumphant story based on the 1964 Mississippi Freedom School Summer Project
celebrates the strength of a people and the bravery of one young girl who didn’t let being scared
get in her way.” (From the book jacket.)
EE, E Freedom Summer. Deborah Wiles; Jerome Lagarrigue, il. F
AA In the summer of 1964, a law is passed that forbids segregation. Two boys, one Black and
one White, “find that it takes more than a new law to change people’s hearts.” (From the book
E Friends from the Other Side / Amigos del otro lado. Gloria Anzaldúa; Consuelo Mendez, il. F
E/S Full text in both English and Spanish. This is the story of Prietita, a brave young Mexican-
American girl, and how she befriends and supports a frightened boy from the other side of the Rio
Grande. It shows fear of “la migra” and prejudice by Mexican Americans already established
E, M The Friendship. Mildred Taylor. F
AA An elderly Black man , who long ago saved the life of the white storekeeper is shot for calling
the storekeeper by his first name.
E, M Getting Away With Murder, The True Story of the Emmett Till Case. Chris Crowe. NF
AA “With lively narrative and illustrated with fascinating photographs, this impressive, eyeopening
work brings fresh insight to the famous case that highlighted — and eventually provoked
changes in — race relations in America.” (From the book jacket.)
EE, E Goin’ Someplace Special. Patricia C. McKissack; Jerry Pinkney, il. F
AA Trisha Ann is allowed to go by herself to “someplace special.” She meets several kinds of
injustice along the way, but a friend and the words of her grandmother give her the strength to go
on to reach, at last. . . The Public Library!, where above the door are engraved the words “ALL
ARE WELCOME.” Events are taken from the author’s life. She grew up African-American in
E Granddaddy’s Gift. Margaree King Mitchell. F
AA “When her granddaddy becomes the first Black registered to vote in their small Mississippi
town, Little Joe learns about courage and determination in the face of prejudice.” (From the
E, M Harvesting Hope, The Story of César Chávez. Kathleen Krull; Yuyi Morales, il. NF
LAT This is the best book so far on César Chávez, told in a way to interest children — the security
of his early life on the ranch and the bitter homesickness when drought destroyed the family ranch
in Mexico and the family became migrant workers in California. There is quite a bit about race
prejudice in the fields, the town, and the school, and suspicion at first of outsiders who came to
help. It goes on to relate his activist days from the first meeting when only a dozen women came
to help to the famous march from Delano to Sacramento. By the author of Wilma Unlimited.
A Hate Hurts, How Children Learn and Unlearn Prejudice. Caryl Stern-LaRosa and Ellen
Multi Hofheimer Bettman (-Defamation League). NF, Ref
A background book for adults, though excerpts could be used, especially for middle school.
EE, E Heroes. Ken Mochizuki; Dom Lee, il. F
JA When Donnie, a Japanese-American boy, played with his friends they always played war and
he always had to be the bad guy, until one day when his father and uncle saw what was going on.
The next day they showed up at the school wearing their uniforms from the 442nd Regiment
Combat Team (an all-Japanese-American regiment), with many medals earned during World War
II. After that, the kids played football. By the author of Baseball Saved Us.
M House on Mango Street. Sandra Cisneros. F
Lat This is a group of short scenarios about a family that moved into a house in the Barrio.
Especially recommended stories are: “Those Who Don’t,” and “Bums in the Attic.”
A I Am the Darker Brother. Arnold Adolf, ed. Anth, P, Ref
AA “The poems, grouped thematically, offer a dramatic and provocative vision of what it means
to be a Black American. They affirm some of the ways we see ourselves, plumb our ancestry and
roots, recount some of the wrongs that have been visited upon us, celebrate some of our heroes,
challenge American racism, and express some of our hopes and dreams.” (From the introduction
by Rudine Sims Bishop.)
A Ida B. Wells, Mother of the Civil Rights Movement. Dennis Brindell Fradin and Judith Bloom
AA Fradin. NF, Ref
Ida B. Wells was born a slave in 1862, but went on to become a noted journalist who waged a
national campaign to end lynching, often putting her life in danger. She helped found the NAACP.
Her story is also told in Let it Shine. Chapters could be used individually. Illustrated with
drawings and photographs from the period. Graphic illustrations of lynching.
E, M If a Bus Could Talk. Faith Ringold. F/NF
AA The life story of Rosa Parks before, during, and after the Montgomery Bus Boycott. Too long
to read at one session, but can easily be excerpted. Very nice illustrations, done by the author.
(The talking bus seems a bit hokey, though).
E, M Iggie’s House. Judy Bloom. F
AA “Winnie Barringer’s best friend, Iggie, has moved away. Then the Garber family moves in to
Iggie’s house, and Winnie is thrilled. . . but not everyone is as welcoming as Winnie. The Garbers
are the first Black family in an all-white block.” (From the book jacket.) Very good at showing
different degrees of prejudice, from Winnie’s well-meaning mistakes to a neighbor’s campaign to
get rid of the family. This is a chapter book — Reader preparation is necessary.
E I Hate English. Ellen Levine; Steve Björkman, il. F
CA “This is a touching story of Mei Mei, a young immigrant girl from Hong Kong, who arrives
in Chinatown. With the help of her teacher she learns that she can have the best of two worlds by
learning to communicate in two languages.” (From the book jacket.) Not so much about racism
as about the disorientation of being plunged into a new language and culture. Adults are helpful,
not evil as they are in some of our books.
E, M Imagine That. . . The Liesel Rosenberg Story. Written and Illustrated by Youth for Youth, an
J organization of teen-aged students from Catholic schools in Venice, Florida. NF
This is a true story. The information was collected by high school students, written by a high
school student and illustrated by 8th graders. It is a moving account of the early life of Liesel
Rosenberg, a Holocaust survivor. The format is excellent for asking children to imagine
themselves in Liesel’s situation at every step of the way.
E, M The Indian School. Gloria Whelan. F
AI Told from the point of view of an orphaned white girl sent to live at an Indian Mission School
run by her stern aunt and her uncle. She becomes friends with an Indian girl, Raven, who refuses
to be made over or to answer to an English name. Raven sets an example of pride, independence,
and courage. (A chapter book, pre-selection necessary.)
EE. E Indian Shoes. Cynthia Leitich Smith; Jim Madsen, il. F
AI “What do Indian shoes look like, anyway? Like beautiful beaded moccasins. . . or high-tops
with bright orange shoelaces?” This chapter book has several stories about Ray Half-Moon, a
Seminole-Cherokee boy who lives in Chicago but has relatives in Oklahoma. Most of the book is
about multi-cultural awareness (or, rather, it’s written for Indian kids to read), but the title story is
a charming and humorous tale about stereotyping. May need explanation for younger children.
Could by used with Two Pairs of Shoes.
M, A Jessie De La Cruz, a Profile of a United Farm Worker. Gary Soto. NF, Ref
Lat Excellent account of Jessie De La Cruz’s life, the hardships and prejudice suffered by migrant
workers, and the growth of the United Farm Workers in spite of huge obstacles. Told in a spirited
and readable way by Gary Soto, one of the foremost writers of children’s books on Chicano
subjects. Reader preparation required — too long to read all of it.
E, M Journey Home. Yoshiko Uchida. F
JA A Japanese-American family is sponsored out of relocation camp by their church, only to find
that they cannot step back into their former life. They encounter both enemies and allies. Third
book of a trilogy about the same family described in The Bracelet and Desert Exile.
M Juanita Fights the School Board. Gloria Velasquez. F
Lat “Juanita, a poor Mexican-American girl, is faced with explusion from high school. This will
shatter her family’s dreams of Juanita becoming the first one to graduate from high school. To
fight for her rights, Juanita must confront the powerful school board of her district. With the help
of her family and friends she sets about proving that, regardless of race or social standing, all
people of good will are one when it comes to fairness.” (From the book jacket.)
This book is written for high school readers. The circumstances are perfectly understandable
to middle schooners, but need pre-selection and story-telling by the RER Reader.
E, M Kira-Kira. Cynthia Kadohata. F
JA Katie Takeshima tells the story of her early years, her family’s move from a Japanese
community in Iowa to the Deep-South of Georgia. Her beloved older sister, Lynn, who sees the
bright side of everything, explains to her why people stare at them on the street, why no matter
how hard their parents work at menial jobs they won’t be promoted. Racism is treated as part of
the family’s life. The story Katie tells is about the two girls, their extended family, and Lynn’s
devastating illness. This is a chapter book, and would require preparation and selection by the
E, M The Ledger Book of Thomas Blue Eagle. Jewel Guttman Matthaei. F
AI A beautifully illustrated book, drawn and told as if by a child forced to attend the first Indian
School. (Reader preparation is necessary).
A Let It Shine; Stories of Black Women Freedom Fighters. Andrea Davis Pinkney. NF, Ref
AA Stories about courageous Black women from Sojourner Truth to Shirley Chisholm.
E, M The Lily Cupboard. Shulamith Levey Oppenheim; Ronald Himler, il. F
J A young Jewish girl is hidden by a family in the countryside of Holland during Nazi
M Lizzie Bright and the Buckminster Boy. Gary D. Schmidt. F, Res
AA When a new minister comes to Phippsburg, Maine, his son, Turner, is harassed by the local
boys. Turner makes friends with Lizzie Bright, a Black girl who lives on the neighboring island of
Malaga. When some of the local people succeed in deporting the poor, mostly Black, inhabitants
of the island, sending some of them, including Lizzie, to an insane asylum, the son realizes he
must take a stand. Based on a true event.
E, M The Long March. Written and Illustrated by Marie-Louise Fitzpatrick; foreword by Gary
AI White Deer. F
“It is 1847. Choona is a young Choctaw. Word has reached his tribe that there is a famine in
Ireland. From what little they have, the Choctaw collect $170 to help the starving Irish. As
Choona learns the terrible truth about his own tribe’s Long March, he must decide for himself
whether to answer another people’s cry for help.” (From the book jacket.)
E, M Luba, the Angel of Bergen-Belsen. Michelle R. McCann (based on interviews with Luba
J Tryszinska-Frederick); Ann Marshall, il. NF
A beautiful, inspiring book about the Holocaust, with excellent illustrations. This is a true
story of how Luba Tryszinska saved 54 children who were abandoned behind the concentration
camp at Bergen-Belsen. “Despite the mortal dangers, Luba and the women of her barracks cared
for these orphans through a winter of disease, starvation and war.” (From the book jacket.) The
best Holocaust book so far for older kids.
E, M Major Taylor, Champion Cyclist. Lesa Cline-Ransome; James E Ransome, il. NF
AA “How little Marshall Taylor…transformed himself into the extraordinary Major Taylor is
chronicled in this inspiring biography. Here is the story of a kid who turned pro at the age of
eighteen, went on to win the world championship title just three years later, and battled racism and
the odds to become a true American hero.” (From the book jacket.) Excellent illustrations.
M Mandela: From the Life of the South African Statesman. Floyd Cooper. NF
O The biography if Nelson Mandela from his childhood in a South African village, through his
27 years of prison, to his eventually becoming the first president of the new South African
government. This book requires some preparation by the Reader — probably telling the story
simply up to the time Mandela goes to Johannesburg, then reading the rest of the book aloud.
Connection will have to be made between racism in South Africa and present-day racism in the
EE Martin’s Big Words. Doreen Rappaport; Bryan Collier, il. NF
AA The story of Martin Luther King in language suited to very young children.
E Minty, A Story of Young Harriet Tubman. Alan Schroeder; Jerry Pinkney, il. NF
AA A fictionalized account of Harriet Tubman’s early life. “Minty . . . was a feisty and
headstrong young slave, whose rebellious spirit often got her in trouble. . . Above all, [she]
dreamed of running away. And when her father began teaching her the skills necessary for escape,
she listened carefully, and learned.” (From the book cover.) An author’s note at the end tells of
her “daring and successful escape” and her later life, helping hundreds of slaves escape via the
E More Than Anything Else. Marie Bradley; Chris K. Soentpiet, il. F/NF
AA The story, told as fiction, of Booker T. Washington as a 9-year-old, his longing to learn to
read though it was forbidden and an ally who got him started.
E, M Morning Girl. Michael Dorris. F
AI “In alternating chapters, Morning Girl, a twelve-year-old Taíno, and her brother, Star Boy,
vividly recreate life on a Bahamian island — a life that is richly complex, and soon to be
threatened.” (From the book jacket.) Leaving off where Encounter begins, only the epilogue
shows racism — a direct quotation from Christopher Columbus, dated October 11, 1492. This is a
well-written, appealing book.
E, M Mr. Lincoln’s Way. Patricia Polacco. F
AA Mr. Lincoln, the Black school principal, helps a boy who lives with a racist father. It shows
how racism hurts the person who perpetrates it.
A “Mush-hole,” Memories of a Residential School. Maddie Harper; Carlos Freire, il. NF, Ref
AI The early part of the book and the ending are very good. It’s best to skip the part about
alcoholism and perhaps also the part about religion. They are important to this person’s story, but
are hard to handle in the classroom.
EE, E My Dream of Martin Luther King. Faith Ringold. F/NF
Multi The life of Martin Luther King told as if it were a child’s dream. Simple language and large,
beautiful illustrations by the same author and illustrator as in If a Bus Could Talk.
E, M My Name Is Jorge on Both Sides of the River. Jane Medina; Fabricio Van Den Broek, il. F, P
Lat E/S A beautifully written book and very touching. The poems, when read in sequence, tell a
story, but each poem also can stand alone. “Told from the point of view of Jorge, Jane Medina’s
moving poems vividly depict one boy’s struggle to make a new life in a new country.”
E Me llamo María Isabel. Alma Flor Ada. F
Lat See My Name is María Isabel. Span
E My Name is María Isabel. Alam Flor Ada. F
Lat “For María Isabel Salazar Lopez, the hardest thing about being the new girl in school is that
the teacher doesn’t call her by her real name. ‘We already have two Marías in this class,’ says her
teacher. ‘Why don’t we call you Mary instead?’. . . An affirming study of heritage.” (From the
M My name Is Seepeetza. Shirley Sterling. F
AI Based on the author’s own experiences, but told as a novel about a Salish girl going to a
Catholic school in Canada — an excellent example of institutional racism in a less-distant past
than Cheyenne Again.
EE, E My Name Was Hussein. Hristo Kyuchukov; Allan Eitzen, il. F
O Finally, an excellent picture book about a Muslim child! “Hussein lives with his Roma
family in a small village in Bulgaria. . . Life is good in Hussein’s village — until the soldiers come
with guns, and tanks, and dogs. Soon the mosques are closed. No one is allowed to enter and
pray. Then Hussein and his family are forced to give up their identities and choose Christian
names. This story of racial and religious prejudice is poignant and powerful.” (From the book
E, M Navajo Long Walk, the Tragic Story of a People’s Forced March from Their Homeland. Joseph
AI Bruchac; Shonto Begay, il. NF
Navajo history, from the Navajo creation story through their tragic long march and
internment, to their eventual return to their homeland and the survival of their culture to the
present. Vividly written and illustrated. The Reader will need to flag sections to read aloud, since
the book is too long to read at one session.
M, A Northwest Indigenous Gold Rush History. The Indian Teacher and Educational Personnel Program
AI at Humboldt State University. NF, Ref
“From an Indian perspective this time [of the California Gold Rush] was one of invasion,
famine, murder, even massacre. This book, put together by a group of Indian students at Humboldt
State University, deals with the era honestly, and from a fully Indian perspective.” (From the
E The Other Side. Jacqueline Woodson; E. B. Lewis, il. F
AA A fence divides Blacks and whites in a town, and mothers forbid their children to play
together. The children work to overcome this restriction.
M Out of Bounds, Seven Stories of Conflict and Hope. Beverly Nardoo. F
O Seven stories, each set in a different decade (from 1948 to 2000) about victims of apartheid in
South Africa. “In 1964, the author was forced into exile from South Africa, where she had been
imprisoned for her involvement in resistance to apartheid.” (From the book jacket.) The book was
originally banned in South Africa. Any one of the stories is usable in RER, with some explanation. Each story points out the evils of racism from the point of view of boys or girls, Black, white , or “colored.”
E, M Pasaje a la libertad, la historia de chiune Sugihara. Ken Mochizuki; Dom Lee, il. NF
J See Passage to Freedom. Span
E, M Passage to Freedom; The Sugihara Story. Ken Mochizuki; Dom Lee, il. NF J
“In 1940, the Japanese Consul to Lithuania issued thousands of visas to Jewish refugees from
Poland. For this he and his family spent 18 months in a Soviet internment camp, and he was later
asked to resign from the diplomatic service. Passage to Freedom, based on Hiroki Sugihara’s own
words, is one of the most important stories to emerge from the ruins of the Holocaust. It is the
story of one man’s remarkable courage, and the respect between father and son who shared the
weight of witness and an amazing act of humanity.” (From the book jacket.) By the author and
illustrator of Baseball Saved Us and Heroes.
M The People Shall Continue. Simon Ortiz; Sharol Graves, il. NF
AI “The best overview of Native History for younger children that I have ever seen. Ortiz, the
author, is Acoma, and a poet, and it shows. This is an epic story of Native American People —
from the creation to the present day — and it speaks in the rhythms of traditional oral narration.”
(From Books Without Bias.)
EE, E Pepita Talks Twice / Pepita habla dos veces. Ofelia Dumas Lachtman; Alex Pardo DeLange, il. F
Lat E/S Pepita thinks it’s a nuisance to speak both English and Spanish because she keeps being
interrupted to translate for people, so she decides to speak only English. But when her little dog,
Lobo, is in danger, and he doesn’t respond to his English name, Wolf, she realizes what everyone
has been telling her — that it’s a blessing to be able to speak two languages. Great illustrations
and text for younger children.
E A Picture Book of Rosa Parks. David A. Adler; Robert Casilla, il. NF
AA This is the story of the life of Rosa Parks, from childhood to old age, nicely illustrated, and in
language suitable for elementary school students.
M Pink and Say. Patricia Polacco. F
AA Pink and Say are two young soldiers in the Civil War. Pink (Black) saves the life of Say
(white), but later loses his own life. A tragic story.
A Positive Impact! Tools for Respecting Differences. The Anti-Defamation League. Ref
U This companion to Close the Book on Hate includes the 101 ways (in English) to make a
E/S positive impact in your community, as well as several items in both English and Spanish: a list of
definitions, a Resolution of Respect, Responding to Jokes and Slurs, and a checklist.
M A Really Good Brown Girl. Marilyn Dupont. NF/P, Ref
AI The poems in this collection are probably too sophisticated for RER use unless the Reader is
really tuned in to them and can use them with other material. However, the title memoir about a
Metis (mixed-heritage) girl in a Canadian public school is quite touching, and useful. The
excellent poems are good background material for RER Readers or young adults.
A Rethinking Columbus, The Next 500 Years. Bill Bigelow and Bob Peterson, eds. NF, Anth, Ref
AI “The original edition made education history by introducing a startling new view of
Columbus. . . . In the revised edition we get even richer material, a marvelous compendium of
history, literature, original sources, commentary . . . an exciting treasure for teachers, students, and
the general public.” (From the book cover.)
A The Rights of American Indians and Their Tribes. Stephen L. Pevar. NF, Ref
AI One of a series of handbooks for young Americans, published by the American Civil Liberties
M, A Rising Voices. Arlene B. Hirschfelder and Beverly Singer, eds. Anth, Ref AI
Poems and essays written by young American Indians.
E, M A River Lost. Lynn Bragg. F
AI The story of an American Indian village before and after the damming of the river on which
the people based their existence.
M The Road to Memphis. Mildred D. Taylor. F
AA Four boys help one of their friends flee to Memphis because he struck a white person. White
people in Mississippi are hostile and demeaning toward them.
E, M Roll of Thunder, Hear My Cry. Mildred D. Taylor. F
AA Describes the life of a poor, rural, Black family in the South during the depression and their
personal strengths, despite troubles from the Ku Klux Klan, segregation, and other indignities.
E, M Say Something. Peggy Moss; Lea Lyon, il. F
U A girl stands aside quietly when others in her school are teased and bullied. When the teasing
is turned against her, she realizes how it feels when others around her don’t speak up. Although
this story is not necessarily about racism, it includes two final pages of suggestions about what to
do when racism occurs.
E, M 1621, A New Look at Thanksgiving. Catherine O’Neill Grace and Margaret M. Bruchac; Sisse
AI Brimberg and Cotton Coulson, photographs. NF “Taking a new look at Thanksgiving means putting aside the myth. It means questioning what we think we know. It means recovering lost voices — the voices of the Wampanoag people.” Illustrated with large color photographs of re-enactments.
M Seeds of Struggle: Songs of Hope, Poetry of Emerging Youth y sus maestros del Movimiento.
Lat raúlsalinas and Jennifer Shen, eds. P E/S “Since its inception, one of El Centro de la Raza’s [in Seattle, WA] main objectives has been the development and empowerment of community members to advocate for positive social change.” The poems in this book were written by young people in the Hope for Youth Summer Leadership Conference sponsored by El Centro. A picture and brief biography of the author
precedes each group of poems. Many of these poems would be useful, especially in a class with
many Hispanic/Chicano/Latino students.
EE, E ¡Sí, se puede! / Yes We Can!, Janitor Strike in Los Angeles. Diana Cohn; Francisco
Lat Delgado, il. F/NF E/S Fact told as fiction, from a child’s point of view. Tells of the hard lives of janitorial workers, and their successful strike, and how many people came to give support. A sweet story with a happy ending suitable for early elementary. Nice full-page illustrations.
E So Far from the Sea. Eve Bunting; Chris Soentpiet, il. F
JA A Japanese-American family revisits Manzanares internment camp where their father was
interned as a child, and where their grandfather is buried.
M Sounder. William H. Armstrong. F
AA A poor rural Black family loses the father when he tries to steal food for them and is taken to
prison. Sounder is their loyal dog, who accompanies the boy when he goes to see his father in
E Star of Fear, Star of Hope. Jo Hoestlandt; Johanna Kang, il. F
J A Jewish girl and a Christian girl who are friends have a fight just before the Jewish girl is
taken to a concentration camp where she dies. The Christian girl grows up burdened by guilt.
E, M Stealing Home;The Story of Jackie Robinson. Barry Denenberg. Illustrated with photographs. NF
AA “The first black man to play in the white major leagues [Jackie Robinson] had the courage to
confront racism and fight for the rights of all black people, on and off the baseball diamond. He
shattered the color barrier, and with tremendous skill and determination, he became not only one
of the most legendary baseball players of all time, but also a great American hero.” (From the
book jacket.) This book is preferable to Team Mates for middle school, since it emphasizes
Robinson’s achievement more than the role of Pee Wee Reese.
EE, E The Story of Ruby Bridges. Robert Coles; George Ford, il. NF
AA This is the story of Ruby Bridges, the first Black child to enter the white school system in
New Orleans, told in simple language in picture-book format. RER Readers may want to skim
over religious references on pp. 3 and 6. Could be used with Through My Eyes.
EE, E Sweet Clara and the Freedom Quilt. Deborah Hopkinson; James Ransome, il. F
AA A Black slave girl constructs a quilt mapping the journey to freedom and leaves it behind for
other slaves to use.
A Taking It Personally, Racism in the Classroom from Kindergarten to College. Ann Beriak and AA Dekami Moyenda. NF, Ref
This book is best as background material for high school on up, though segments could be
used by a perceptive Reader in 7th and 8th grades. “For those who contend that racism is all but
dead in the U.S., this book gives us a laser-focused look at real multiethnic relationships in the
new millennium classroom.” (From the book cover.)
E, M Team Mates. Peter Golenbock; Paul Bacon, il. NF
AA The story of Jackie Robinson, and how Pee Wee Reese stood up for him. Excellent historical
account of segregation, and how a white male became an ally.
E Thank You, Dr. Martin Luther King, Jr. Eleanora E. Tate. F
AA An African-American girl in 4th grade doesn’t like being Black. Includes a well-meaning but
insensitive teacher, and Barbie (!). Good chapter book for follow-up reading.
E, M This Land Is My Land. George Littlechild. NF
AI A beautifully illustrated book by the artist, George Littlechild, honoring his Plains Cree
ancestors and telling their stories. Each double page is complete in itself, so the Reader can make
a selection based on his/her experience or the age level of the class. Paintings/collages include
photographs of his ancestors. This is an excellent book for teachers seeking art projects to
accompany RER events.
A Through Indian Eyes. Beverly Slapin and Doris Seale, eds. NF, Ref
AI An excellent background book for RER Readers, youth training, and teachers, with articles
like “Why I’m Not Thankful for Thanksgiving” and “I Is Not for Indian” by the late Michael A.
Dorris, “Notes from an Indian Teacher” by Rosemary Gonzales Ten Fingers, as well as chapters by
Joseph Bruchac, Doris Seale, Beverly Slapin and others. There are also book reviews and a
section on how to judge books for children.
E, M Through My Eyes. Ruby Bridges. NF
AA Ruby Bridges recounts the story of her involvement, as a six-year-old, in the integration of
her school in New Orleans in 1960. Many photographs.
E, M Through the Back Door. Janet Driskell Turner. NF
AA The story of her early life, written by a Boulder woman who learned to read when she was a
great-grandmother. Charmingly written by a participant in the Boulder Public Library literacy
M Tomando Partido. Gary Soto; Felipe Ugalde, il. F
Lat Linc Mendoza moves from a multi-cultural inner city school to a predominantly white
Span suburban school. The story illustrates a complex range of feelings and experiences Linc has in
passing back and forth between the two environments. This may not be suited to an RER reading,
but is especially good as a recommended reading for teen-aged boys. Linc is a basketball star and
has both white and Chicano friends and a girl friend.
E, M The Trail of Tears. Joseph Bruchac; Diana Magnusen, il. NF
AI The story of the Cherokee People, how they tried to live in peace with the white settlers and
adopt many of the white ways, how eventually they lost most of their land and were removed to
crowded camps in Oklahoma, and what the Cherokee Nation is like today. Written in simple
language. Illustrations may be too small to show up effectively unless the students are sitting
close to the Reader.
EE Two Pairs of Shoes. Esther Sanderson; David Beyer, il. F
AI Maggie lives on the Pas Reserve in Canada. For her eighth birthday, she gets two pairs of
shoes — patent leather from her mother and beaded moccasins from her grandmother. Her
grandmother says she must remember when and how to wear each pair. The pictures and language
are good for early elementary, but children will need help in understanding the message of a child
learning to live in two different cultures.
E, M The Unbreakable Code. Sara Hoagland Hunter; Julia Miner, il. F
AI John is scared to leave the Navajo Reservation to go to school in Minnesota, where his mother
and new stepfather are moving. His grandfather tells John the story of when he was a code talker
in WWII, and tells him he will be OK, because he will always have the unbreakable code — his
language. Beautiful illustrations.
EE, E Uncle Rain Cloud. Tony Johnston; Fabricio Vanden Brock, il. F
Lat Carlos’s Uncle Tomás hated living in Los Angeles, and always looked cross, especially when
shopping. Carlos agreed to teach his uncle English when he realized that not being able to speak
was making his uncle feel weak and ashamed. Told from the point of view of a 3rd grader. Many
Spanish words and phrases. (Same illustrator as My Name Is Jorge.)
M Under Our Skin, Kids Talk About Race. Debbie Holsclaw Birdseye and Tom Birdseye. NF
Photographs and interviews with middle school kids of various racial/ethnic backgrounds,
E Up From the Ashes. Hannibal B. Johnson; Clay Portis, il. F
AA A picture book based on the Tulsa Race Riot of 1921, when a Black man was falsely accused
of attacking a white elevator operator. Told from the point of view of a 9-year-old boy. The book
gives a before, during and after look at the all-Black community of Greenwood.
E, M The Upside Down Boy / El niño de cabeza. Juan Felipe Herrera; Elizabeth Gomez, il. NF
Lat E/S In poetic prose, Juan Herrera tells the story of the anxieties and mix-ups when he started
school at 8 years old, never having been to school before, and speaking no English. A funny and
upbeat story, charmingly illustrated.
E Up the Learning Tree. Marcia Vaughan; Derek Blanks, il. F
AA “Set in the pre-Civil War South, this is a story of hope and humanity during difficult times,
and a poignant reminder that the freedom to learn should never be taken for granted.” (From the
book jacket.) This book ties in with Martie Bauduit’s story of how her great-grandmother
learned to read by “playing school” with the white slave-owner’s children, and Through the Back
Door by Janet Driskell Turner, a Boulder woman, recently deceased, who learned to read at age 81
through the Boulder Public Library literacy program.
M, A Us and Them: A History of Intolerance in America. Jim Carnes; Herbert Tauss, il. Preface by Multi Justice Harry A. Blackmun. NF, Ref
A lot of information about racism affecting various groups of people. Well illustrated and
written for middle school level.
M Walking to the Bus-Rider Blues. Harriette Gillem Robinet. F
AA The story takes place in Montgomery, Alabama during the bus boycott. Alfa and his sister
work hard to pay the rent and solve two mysteries. The book has both humor and hardship. Good
for follow-up reading. Also enjoyable for 4th and 5th graders.
E, M We Were There, Too! Young People in U.S. History. Phillip Hoose. Illustrated with
Multi photographs. NF.
“This unique book is the first to tell the role young people have played in the making of our
nation. . . Based largely on primary sources, it highlights the fascinating stories of more than
seventy young people from diverse cultures.” Particularly useful to RER Readers are the stories
from the 20th Century.
M, A When I Dance. James Berry. P, Ref
O James Berry was raised in Jamaica and now lives in England. Three excellent poems in the
section called “Barriers” describe the Black experience in the United States, as well as in England,
and would be very useful in an RER reading.
E, M When Marian Sang. Pam Muñoz Ryan; Brian Selznick, il. NF
AA The story of Marian Anderson, her parents’ faith in her, how she learned of racism when she
was a child, and encountered it again even when she was an internationally-known opera star.
Beautifully illustrated. Preparation needed, since the book is too long to read in our time
E White Socks Only. Evelyn Coleman; Tyrone Geter, il. F
AA On a hot day in Mississippi a Black girl sneaks into town by herself to see if it really is hot
enough to fry an egg on the sidewalk. She sees a drinking fountain marked “Whites Only,” and
since she is all dressed in white except for her shoes, she removes her shoes and steps up in her
white socks. She is confronted by an angry white man but discovers an unexpected ally.
E, M Whitewash. Ntozake Shange. F
AA Great book to look at racism, bullying, being an ally, dealing with conflict. A young African-
American girl is traumatized when a gang attacks her and her brother on their way home from
school, and spray-paints her face white.
EE, E Who Am I? / ¿Quién soy yo? George Rivera; Tony Ortega, il. NF
Lat This beautifully illustrated book was donated by the University of Colorado. Both the author
E/S and the illustrator are local people who have exhibited internationally and have dedicated
themselves to a better understanding of Chicano culture, history, and art.
E, A Who Belongs Here? Margy Burns Knight. F, NF, Ref
Multi A Cambodian boy who escaped with his family from the Khmer Rouge meets race prejudice
in his U.S. school. He and his teacher collaborate to solve the problem. Footnotes on nearly every
page give factual information about racism affecting various groups of people.
M Who Will Tell My Brother? Marline Carwell. F, P
AI A novel, told in a series of short poems, about Evan, a high school student of mixed-heritage,
and how he tries to get the high-school’s offensive fake Indian mascot changed. His struggle
“exposes him to a barrage of bullying, taunting and escalating violence.” (From the book jacket.)
Many of the poems could stand by themselves, like the ones in My Name is Jorge. The author
bases her story on the experiences of her two sons during high school.
E, M Wilma Unlimited. Kathleen Krull; David Diaz, il. NF
AA Tells how Wilma Rudolph overcame polio to become the winner of 100 meter, 200 meter,
400 meter and relay races at the 1960 Olympics.
E, M Wilma sin límites. Kathleen Krull; David Diaz, il. NF
AA See Wilma Unlimited. Span.
E, M Witness. Karen Hesse. P.
AA, J “[The cast of characters inhabits] a small Vermont town in 1924 — a town that turns against
its own when the Ku Klux Klan moves in. No one is safe, especially the two youngest, twelveyear-
old Leanora, an African-American girl, and six-year-old Esther, who is Jewish. “In this story
of a community on the brink of disaster, told through the haunting and impassioned voices of the
inhabitants. . . Karen Hesse takes readers into the hearts and minds of those who bear witness.”
(From the book jacket.) An excellent book, but difficult to use in the short time RER has with
E, M The Yellow Star; The Legend of King Christian of Denmark. Carmen Agra Deedy; Henri Sorensen,
J il. F, NF
The legend goes that King Christian of Denmark went riding among the people wearing a
yellow star, after the Nazis ordered that all Jews must wear yellow stars. Soon all Danes were
wearing the stars in support of the Jewish citizens. The author was not able to verify the truth of
the story, but did ascertain that the king successfully interceded on behalf of the Jews during the
E Y no se lo tragó la terra / And The Earth Did Not Devour Him. Tomás Rivera; Photographs by
Lat Carlos Rene Pérez. F
E/S See And the Earth Did Not Devour Him.