African-American Literature Review

 John Henry

1. Bibliography 

Lester, J. (1994).JOHN HENRY. Ill. by Jerry Pinkney. New York, NY: Dial Books. ISBN 0803716060

2. Plot Summary

As soon as John Henry was born he was already an extraordinary person. He seemed to have super strength and grew very fast. He was very well liked by all the people in his town. John Henry enjoyed challenging himself and other people into different tasks. He was able to carve though rock very easily with his sledgehammers. It was this that allowed him to challenge the strength of the steam drill to make the road through the toughest mountain. He exhausted himself and ultimately died. 

3. Critical Analysis (Including Cultural Markers)

JOHN HENRY is an extraordinarily tall tale that exhibits the characteristics of folklore. The exaggeration of him growing at an extremely fast pace and all the animals gathering to witness his extraordinary growth. Also the sun and the moon’s reactions are another example of the story’s exaggeration. The ability of John Henry to carve through mountains with only a sledgehammer is another exaggeration in the story. As well as the rainbow on his shoulders. The story also follows the regular literary elements of plot. Which include setting, character development, conflict and resolution. The setting in the beginning depicts the woods and his wooden home. The setting also shows the town, which shows the buildings that depict an early time in history. The reader can conclude that this story is set in the 1880s when the roads and railroads were being built. The reader also concludes the character traits of the main character as being caring, helpful, strong, determined and loving. 

The watercolor illustrations provided by Jerry Pinkney provide some cultural markers. For example, the illustrations depict John Henry as an African-American. The illustrations also show John Henry’s family as African-American. Other characters in the story are also African-American. Including the female and male children. The clothing used in the illustrations by the characters depict an earlier time period. The women are wearing hats, dresses that fit the late 1880s. The watercolor illustrations also show the hair style and texture of John Henry and other African-American and fit with African-American culture. 

Overall this tall tale is a great story with authentic connections to the African-American culture. John Pinkney does a great job in illustrating the characters and the time period. 

4. Reviews Excerpts

Caldecott Honor Book 1995

Boston Globe-Horn Book Award

Kirkus Review: Onto the page bounds the colossus John Henry, man of legend, man of myth (though the preface keeps things off balance on that point).

The Best Children’s Book Review: This book is highly recommended as a discussion starter about the personal traits that really made John great.  Was it his tremendous feats of strength or was it how John Henry treated and cared for the people around him?  This is definitely a book that kids can learn character traits from!

5. Connections

Paul Bunyan by Steven Kellogg

Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart by Pat Mora

Teachers and librarians can use this story to teach character traits, character development and theme. They can utilize a character wheel to depict John Henry’s character traits. 

African-American Literature Review

 Hair Love 

1. Bibliography 

Cherry, M.A. (2019). HAIR LOVE. Ill. by Vashti Harrison. New York, NY: Penguin Random House LLC. ISBN 9780525553366

2. Plot Summary

Everytime Zuri styles her hair a certain way, she is excited to pretend to be an extraordinary character. She pretends to be princess, superhero and a magician. She loves her hair because it makes her unique. Zuri wants to get ready for a special day and tries to find ways to style her hair. Rocky her cat didn’t allow it and then daddy tried different ways to style it. Zuri was not happy with the styles, until she and daddy watched a to-do video. Finally,  she was ready to welcome her mother. 

3. Critical Analysis (Including Cultural Markers)

HAIR LOVE is a realistic fiction book that includes the literary elements of plot. The literary elements include the characters, setting, conflict and resolution. The characters in the story are Zuri, Rocky (cat), daddy and mommy. The entire story takes place in Zuri’s house. The conflict in the story is the urgency of having her hair done to welcome her mother. The resolution takes on many ways, first she tries to style her hair on her own. Then her dad tries to style her hair. Until they were able to watch the video, they were able to resolve the problem. 

Some of the cultural makers that were depicted in the colorful illustrations were Zuri and daddy’s skin tone. The illustrator does a great job in depicting the characters as African-American. Another cultural marker in the illustrations was the hair texture and hairstyles. Because the story is written in first person, Zuri describes her hair as “kinks, coils, and curls every which way” and “In funky braids with beads” and “my hair is in two puffs”. The illustrations also show the dad’s hair being in dreadlocks, which celebrate the African-American culture. 

The gender roles are also illustrated in the pictures and actions of Zuri’s dad. For example, dad takes on the role of hairstyling Zuri’s hair because mom is not in the house. Because of the texture of her hair, they both have a hard time knowing how to tame her hair. Until they are able to watch the video that mom had made on how to style Zuri’s hair. The reader can then conclude that the mother is a hair stylist. 

Overall the picture book offers a glimpse into the life of an African-American family and how different body features make everyone unique. The theme associated with this story is family love and being unique. 

4. Review Experts

Kirkus Review: Positively refreshing. (Picture book. 4-9)

5. Connections

New York Times short film: 'Hair Love': 3 Men and a Little Girl (With a Lot of Curls)

Teachers, parents and librarians can conduct a read aloud with this book and conduct a discussion on what body features make the learners unique. 

African-American Literature Review

 One Crazy Summer

1. Bibliography

Garcia-Williams, R. 2010. ONE CRAZY SUMMER. New York, NY. HarperCollins Publishers. ISBN 9780060760885 

2. Plot Summary

Delphine is an eleven year old African-American, who at her young age has to take care of her younger sisters (Vonetta and Fern). Although they live in New York with Big Ma and Papa, they will be spending their summer with their estranged mother (Cecile) in Oakland, California. The stay was exactly what Delphine had expected, Cecile wants nothing to do with them. From the beginning Delphine thought that something was strange with Cecile. Cecile would cover her face and wear men's clothing. Delphine started to suspect that her mom was involved with the Black Panthers. Delphine and her sisters spend everyday at the Center. It was there where she started to understand what the people were fighting for (equal rights). She learned about the Black Panther’s movement towards equal rights. Although she didn’t want to get involved, the sisters ended up participating in the peaceful rally. It was there that her mom started seeing them as her children and accepting them and that was what Delpine wanted for her and her sisters. 

3. Critical Analysis (Including Cultural Markers)

ONE CRAZY SUMMER is a fiction novel which covers the literary elements of plot. Which includes the settings, character development, conflicts and resolution. The 

Characterization of the main character’s emotions, actions and dialogue play a critical role in character development. 

Some of the culture markers that appeared in this novel was the reference to the main characters’ skin tone. From the beginning of the novel the words “colored girls”, “tall dark brown woman” and “Hershey colored” were mentioned by the main character (Delphine) and the flight stewardess. This is important because it will help develop the conflict and resolution of the novel. Cecile’s actions in the beginning will also play a pivotal role in developing the plot of the story. 

Another important cultural marker in the novel is the connection between other cultures. For example, the girls meet Mean Lady Ming, the Chinese lady that owned a restaurant. Because Cecile wouldn’t cook for them, they were sent to get food from this place. Cecile was very specific with the kind of food they should order like: shrimp lo mein, egg rolls and a Pepsi. 

The time period in which the novel was set also plays a critical role and provides evidence of cultural markers. While attending the Center the girls get involved with the Black Panther Party. The Black Panther Party’s goal was to empower the minority people with information about their rights. They didn’t know it at the time, but their mother was also involved with this organization. The novel makes references to the organization’s leaders Huey Newton (African-American) and Bobby Seale (African-American). It was all this mystery and violence that led the novel to its climax and ultimately the resolution. 

4. Review Excerpts

Newbery Honor Book

National Book Award

Scott O’Dell Award Historical Fiction

Coretta Scott King Award 2011

Kirkus Review: The depiction of the time is well done, and while the girls are caught up in the difficulties of adults, their resilience is celebrated and energetically told with writing that snaps off the page. (Historical fiction. 9-12)

School Library Journal Review:  Emilia Packard , Apr 01, 2025 The personal is profoundly political, and a specific experience feels universally meaningful in this fantastic graphic novel, highly recommended for all middle grade readers.

5. Connections

A Sitting in St. James by Rita Williams-Garcia

Teachers or Librarians use this novel to teach character development using a character map graphic organizer. 

African-American Literature Reviews

 Concrete Rose 

1. Bibliography

Thomas, A. (2021). CONCRETE ROSE. New York, NY: HarperCollins Publishers. ISBN 9780062846716

2. Plot Summary

At his young age of seventeen, Maverick already has to deal with being fatherless in a one parent household because his father is in prison. It is because of this, that he turns to selling drugs, to try and help his mother economically. At his young age, he also has to step-up and be a father to his newborn baby boy. He struggles with being a good father and staying in school or staying in the King Lords gang and risking being murdered. His world becomes even harder when his cousin (Dre) gets shot while with him outside his house and later finding out that his current girlfriend (Lisa) is also pregnant with his child. He tries to make smart choices, but because he needs to provide for his family, he falls back into dealing drugs and trying to find out who murdered his cousin. He is faced with making adult decisions that will ultimately seal his future. Decisions that deal with committing murder and continue being a drug dealer. At the end he decides that he wants to have a better future than what his dad had and makes the right decision to not kill his cousin's murderer and continue his education. 

3. Critical Analysis (Including Cultural Markers)

CONCRETE ROSE is considered a fiction novel for young adult audiences. CONCRETE ROSE depicts many cultural markers that connect to the African-American culture. A very specific example is when Maverick is given permission to drive and his mother reminds him of what to do when a police officer stops him on the street. This has been known as the “talk” that has to be given to young African-American’s so as not to escalate the situation and get shot by the police. His mom said, “Don’t give the police a reason to pull you over. If they do-” and he responded, “Keep my hands visible, don’t make no sudden moves, and only speak when they speak to me.” “I know the talk by heart. Ma and Pops drilled it into my head since I was seven”. This is what young African-American male teenagers had to deal with after the Rodney King incident in 1991 and other police brutal incidents of that era. 

The language dialect is another cultural marker that the novel depicts. The author does a great job in using words that are associated with the African-American culture. For example the phrases “gangstas”, “I ain’t gon’ let nobody diss me”, “a'ight", “ain’t tripping”, "Fa'sho", “gon”, “lil’l homie” and “dawg”. These and many other words in the novel are authentic to the language dialect that young African-American’s utilize when talking in a social setting. Because of this, many readers not accustomed to this way of speaking will find it hard to engage with the story line. 

Another culture marker found in the novel are the names of the characters or forms that address them. Character names like P-Nut, Red, Li’l Man and Mav Man. These names are given to them because of some distinct physical characteristic or behavior. 

The references to the kind of music and artists that the characters of CONCRETE ROSE mentioned are another cultural marker. Tupac Shakur was the main character’s idol. Maverick had researched everything about Tupac like: the connection between Tupac and the number seven, his stage name Makeveli and his last album titled “The Seven Day Theory”. References to his music like: “Hail Mary”, and “All Eyez on Me”. Other artists and other African-American famous people were also mentioned like Boyz II Men, Bone Thugs-N-Harmony, Martin Luther King Jr, Malcolm X, Kobe, Kareem and Shaq. All of these references are linked to the African-American culture. These references also allow the reader to conclude that the time period in the novel is the 1990s. 

The physical attributes also contribute to the African-American culture. The references to the main character’s hair having “cornrows” and braids. The cornrows in the African-American culture signify perseverance and determination. At one point, Maverick called his hair a “fro” as in an afro. 

The reader can also conclude that the overall themes of this novel can be finding your self (identity), friendships, family unity and overcoming obstacles. In evaluating the novel I agree that it has several cultural markers that connect to the African-American culture or way of life. The novel follows the literary elements which include plot, character development and settings, conflicts and resolution. 

Review Excerpts

Horn Book Review: Fans of Thomas's work will not be disappointed by this intense portrayal of this phase in the Carter family's story. From March/April 2021 

Kirkus Review: Worthy prequels make readers invest as though meeting characters for the first time; here they learn more about the intricate hierarchies and alliances within the King Lord gang and gain deeper insight into former ancillary characters, particularly Mav’s parents, King, and Iesha. Characters are Black.

4. Connections

The Hate You Give by Angie Thomas.

The Rose That Grew from Concrete by Tupac Shakur 

Students reading this book will make strong connections to the African-American 

way of life (culture). Readers will view themselves in the struggles of the main character

(Maverick Malcom Carter). 

International Book Reviews

 Burying the Moon 

1. Bibliography

Poulin, A. (2021). BURYING THE MOON. Ill. by Sonali Zohra. Toronto, Canada: Groundswood Books. ISBN 9781773066042

2. Plot Summary

In a village called Padaram, lives a young girl named Latika. Latika lives in the village with her older sister (Ranjini), mom, aunt (Nita) and grandmother (Ammamma). All the women in her village have to use a field to go to the restroom. They have to wait until it is dark outside, so nobody sees them. Latika feels so ashamed that she hates the moon for being so bright and exposing them, that she wants to bury the moon in the ground. Latikia encounters several problems, including the loss of her aunt’s young son and her older sister having to stop attending school at the age of twelve due to lack of toilets in the school. However, everything changes when a man from the city named Mister Samir arrives at the village. He was sent to build a well for the village. Latika wanted to express her problems to Mister Samir, but because she was a girl, she was not able to speak. As a result, she decided to take some building tools and build a toilet. Although she got in trouble, she later explained her situation to Mister Samir and he was able to understand. Later Mister Samir sent several building materials to the village and had some toilets built and all of Latika’s struggles were solved. 

3. Critical Analysis (Including Cultural Markers)

This story is written in verse and is based in a village in India. This book is considered an international book because it was published in French, but later translated into English. The characters in the story are authentically portrayed because they reflect the culture of an Indian village. This includes the experiences that the main character Latika goes through in the story, which include the impoverished village. The village had no plumbing, which meant no toilets and no running water. This contributed to the character’s problems in the story. The interactions between gender roles were also authentic to Indian culture. For example, men were the leaders and the women were not allowed to interfere with any decision making. 

The setting was also authentic in the story because it depicted a village in India. The illustrations portrayed small houses made out of clay, which is consistent with the buildings in a small village in India. The illustrations also depicted the vegetation that is accurate with plants found in India. For example, the men would gather under a banyan tree and the palm trees. The illustrations of the animals that are found in India were also well showcased. For example, in the story, there were monkeys in the buildings. The illustrations of the drawings and symbols on the buildings and in the big red truck are consistent with Indian culture. Because the author included a fact sheet at the end of the book, the reader can conclude that there are still villages in India that don’t have modern plumbing and people still use outhouses and fields to do their personal business. 

The story includes many cultural markers of Indian culture. For example, the women wove baskets to sell in the nearby town. Women had to do all the domestic duties, which include fetching water from the river, while the boys played. The author includes authentic illustrations that depict the culture of India. The women’s clothing (saris) are authentic to Indian culture. The elders' (sarpanch) clothing and headdress (pagri) were specific to their culture. The skin tone, piercings and bindi on the forehead were also depicted in the illustrations, which are specific to Indian culture. 

The overall quality of the text was authentic to Indian culture. The text was written in verse which contributed to many literary devices (repetition, rhyme, similes). The illustrations accurately portrayed Indian culture. 

4. Review Excerpts

Finalist: Governor General’s Award and TD Canadian Children’s Literature Award

USBBY: In this powerful novel in verse, Latika wishes for moonless nights ... and toilets. Beautifully illustrated, the story reveals the challenges females in Latika's village face due to lack of sanitation facilities, as well as one girl's commitment to make a change.

5. Connections

This novel is great to teach literary elements like repetition, rhyme and smilies. It is also great to teach the importance of sanitation. 

International Book Review

 Do Fish Sleep?

1. Bibliography

Raschke, J. 2017. DO FISH SLEEP?. Ill. by Jens Rassmus. Verlang, Germany: Mixvision. ISBN 9781592702855. 

2. Plot Summary

Jette, Emil, Dad and Mom live in an apartment building. At the young age of ten years old, Jette experienced the loss of her young brother Emil. She tries to make sense of what death is by asking her dad and playing the dead game with her brother. In her culture it is very common for adults to be truthful about the process of death. Her uncle Jonas explains the graveyard and gravestone. From her dad she hears the process of death. Even her teacher tries to explain to the students the feelings associated with death. Jette asks many questions about death because she foresees the death of her brother. After his death, the family struggles to cope, but eventually they comfort each other and Jettes finds comfort knowing that her brother is now resting. 

3. Critical Analysis (Including Cultural Markers)

DO FISH SLEEP? is an international story based in Germany and depicts some cultural makers from Germany. Because Jette is a very curious child and is confronted with the death of her young brother, she wants to know exactly what death is. This causes all the adults around her to be very open with the concept of death. In her culture it is normal for adults to be very explicit with the details about death. Another culture marker is the interaction with other characters from different countries. For example, when Emil is in the hospital they interact with Selim, who is from Turkey.  During these interactions they are able to learn some of the customs dealing with death and weather from that country. Selim explains that in his country the dead are wrapped in a white cloth and then placed in the earth without a coffin. Both Jette and Emil enjoy hearing the stories and customs of Selim’s country. 

Some of the language that is used in the story is another culture maker from Germany. For example, in the story they use the word courtyard to explain the back of their apartment building. 

Because the setting of the story is vague, it is difficult to pinpoint exactly where the story takes place. The author does explain that the characters live in an apartment building, but does not give a clear city or country. 

The author uses simple illustrations of the characters and uses monotone colors of blue, black and white. The characters are simple illustrations depicted in white tones with greenish tones. The author uses these colors to explain the mood of the story, which is the feeling of sorrow and struggle with the concept of death. 

It is important to mention that this story started as a play in Germany and was translated in English by Belinda Cooper. 

4. Review Excerpts

Mulheimer Children’s Theater Prize 

2014 MDR Children’s Radio Play Prize 

Mildred L. Batchelder Award 2020

Publishers Weekly: “This heartrending story by German writer Raschke is narrated by 10-year-old Jette, who describes the death of her terminally ill six-year-old brother Emil in unvarnished prose (“He lay there completely still. And pale, like yogurt”). Her parents are too devastated to offer much comfort. Earlier on, when Emil wasn’t as ill and they were on vacation, Jette asked her father whether fish could sleep”.

5. Connections

Teachers and librarians are able to use this book to teach story elements, which include characters, setting, problem and resolution. Teachers and librarians can also use the book to make inferences and real life connections. 

International Book Review

 We All Play: kimětawânaw

1. Bibliography 

Flett, J. (2021). WE ALL PLAY: kimětawânaw. British Columbia, Canada: Printing International Ltd. ISBN 9781771646086

2. Plot Summary

Animals  and children play in different ways. The sequence of the story follows actions that animals are doing like hop, hide, sniff, sneak, peek and peep. At the end of the animal’s actions the children display the same actions of the animals. It follows the same sequence for different animals. Like the whales, seals and ducks. Since they are water animals they display different play actions that the children mimic at the end. The story continues with snakes, buffalo and bears, which the children mimic again. At the end all the animals fall asleep, which the children mimic again. 

3. Critical Analysis (Including Cultural Markers)

This picture book is an international book created by Julie Flett. Julie Flett often depicts the indigenous Canadians in her books. Although the book is simple and does not display many cultural markers, the physical appearance of the children are accurately depicted as indigenous. The illustrations show the children with dark skin tone and dark hair. The clothing of the children is regular clothing that any other child would wear. The clothing does not depict indigenous Canadians. 

The author used different settings to depict the different types of animals. For example, a field, ocean and lake. The book does display the seasons. The illustrations depicted spring, summer, winter and fall. The reader can tell that the settings were consistent with the character’s environment (contemporary time) and actions. The clothing of the children seemed contemporary. The illustrations of the animals were consistent to animals found in Canada like: rabbits (wâpos), fox (mahkêsiw), turtle (mihkinâhk), owl (ôhow), beluga (wâpamêk), seal (êhkik), goose (niska), bear (maskwa), bat (apahkwâcîs), wolf (mahihkan), bobcat (pisiw), snake (kinêpik) and buffalo (paskwêwimostos). 

The story was not rich in cultural details. It didn’t display or mention a specific culture. However, the author did use native indigenous translations to showcase their native language (kimêtawânaw), (kimêtawânaw mîna) and (nîstanân mîna). The illustrations were simple and used both pages of the book to show the animals and children. The author also used monotone dark colors in the illustrations. 

Overall the picture book has simple illustrations with simple words to tell the story of how animals and children play the same way. However, it does not have many cultural makers that showcase one specific culture. The author does provide a list of animals and their Cree translations. She also provides an explanation of the Standard Roman Orthography (SRO) system. 

4. Review Experts

School Library Journal (SLJ): “This delightful picture book features woodland animals, found in North America, mirroring playtime for children”. 

Kirkus Review: “Simple text and bold, graphic illustrations celebrate our interconnection with the creatures who share our world”.

The Horn Book Magazine (May/June 2021): “In Flett’s lively and beautifully illustrated story, animals engage in all sorts of playful behaviors, on land and in the water. Each spread depicts one or two species, with two action verbs describing their actions”. 

5. Connections

Young readers can enjoy this story book with many action words that they can mimic. 

Look for these other titles from Julie Flett: 

Birdsong

International Book Review

 Koala Lou

1. Bibliography 

Fox, M. (1994). KOALA LOU. Ill. by Pamela Lofts. Orlando, Florida: Ian Drakeford Publishing Pty, Ltd. ISBN 9780152000769

2. Plot Summary

A young koala was born to his mother. She was loved by all the animals. The animals included the emu, platypus and Koala Klews, but his mother loved him the most. She would always say, “Koala Lou, I do love you”. Koala Lou had all the attention of his mother, until other koalas were born. It was this that caused his mother to be preoccupied and stopped giving her attention. This caused Koala Lou to feel lonely and unwanted. Later she decided to enter the Bush Olympics and planned to win to get her mother’s attention. Even though she practiced and practiced, she did not win the Olympics and felt sad. However, her mother witnessed how she felt and told her that she indeed loved her and this was what she was longing for all along. 

3. Critical Analysis (Including Cultural Markers)

This international fictional picture book showcased many different animals that are natives to Australia. Like the emu, platypus and Koala bears. 

The setting also offers some cultural markers of Australia. The story mentions that Koala Lou climbed the gum tree. The gum tree is a tall tree that is native to Australia. Other plants are showcased in the illustrations that are also native to Australia. The entire forest that is portrayed in the story is native to Australia. 

Because the story is fictional, with animals acting like humans, the story doesn’t contain a specific culture and it doesn’t specify that the story is taking place in Australia. Readers would have to know that those animals are native to Australia, otherwise the reader would not know. The illustrations in the book are rich in color. The animals are portrayed like animals that are found in Australia. The vegetation is also portrayed accurately in the story. 

Overall this was a fun book to read and it does meet the quality for the specific genre. It does contain the literary elements: characters, setting, plot that is needed for this genre. 

4. Reviews Excerpts

Horn Book:  “A first-rate choice for bedtime, story hour, or reading aloud.”

Kirkus Reviews: “Another winning import from one of Australia’s favorite authors.”

5. Connections

Related books: Possum Magic

Teachers, parents and librarians can use this book for a read aloud.