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Type of Text: Multimodal, Underrepresented identity
Reason for Text: The reason I added this was because I wasn't able to find many pacific islander based books and because Disney did a really good job showing the viewers how they used the resources around them to survive and create community.
In the classroom, I would incorporate this by playing the video and an activity I would do is maybe have a discussion after and have them identify things they remember from the video that showed them how the people of the village could use the earth to help them eat, create tools, or build shelter. Then I would have them say how they get those same exact resources and where they get them (boats, tattoos, tools, food, baskets).
Standard: SS.2.G.2. With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.
Shortcomings: I would say a shortcoming of this video is that this isn't a video fully about the people and how they use the island for their resources, they really focused on Moana not wanting to be there and learning to love it, but it's obviously a movie about Moana so I can't complain.

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Type of Text: Multimodal, Underrepresented Identity
Reason for Text: I chose this video to show my students the way in which Native Americans used their resources around them but also the way they interacted with everything around them. I also really liked that in the song, she is specifically describing the differences between the both of each other when they have different cultures/backgrounds.
In my classroom, I would incorporate this by showing my students this and then having us all go outside and collect various plants to create a collage and on the back, write how they are all connected.
Standard: SEL.2B.C1 Describe human differences depicted in stories.
Shortcomings: One of the shortcomings that I found in this video is that although what she is saying might be culturally accurate, she is not and neither is he, but it is for a movie so I also cannot complain.

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Pocahontas | Colors of the Wind | Disney Sing-Along

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Kids Share Their Cultural Tradition | Show & Tell | Hiho Kids

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Type of Text: Fiction, Informational, Underrepresented identity
Reason for Text: The reason I added this text is because not only does it give the reader some of the specific words that will be on the next page in Spanish, it also does a fantastic job of not playing into the stereotype of a typical Mexican with tacos and a sarape riding a donkey. It shows Mexico's different landscapes and historical landmarks which I absolutely love.
In the classroom, I would incorporate this probably when I explain my culture and the country that my family comes from. An activity that I could do is to create a poem with the spanish words that they highlighted in the book.
Standard: SEL.2B.B1 Recognize the existence of various groups based on social and cultural variables (e.g., age, race, ethnicity, shared interests, religion, and disability).
Shortcomings: I would say there are a few shortcomings to this book, when it comes to the illustrations, there really is no diversity in color. Mexicans come in all colors and I felt that the illustrator, as they did use historically and culturally accurate inspired illustrations, everyone was the same color and had the same hair color. I just wish I had seen some more diversity.

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This book follows a mother and her child, as they walk through the bustling city of London. On their walk they go and see many different popular historic sites and at the end, there is a fold out with the entire city on a map!

Type of Text: Realistic Fiction, Informational, Grade-Level text
Reason for this text: The reason I chose this text is because I felt that even though we learn about the world, we do not learn about England enough and I honestly did not know about the different landmarks in London. I think it is inclusive for students to learn about the whole world when they are learning about the world, not just Latin America and Asia.
In the classroom, I would include this text when learning about Europe (probably the revolutionary war), contrasting their history versus their modern day. I probably would have my students write a story about what they think America would look like or how it would function (would it be the same? would it be different?) if we lost the revolutionary war from what they have read from the book, and additional resources that are given to them (from me of course).
Standard: SEL.2B.B2 Describe what one has learned about the ways cultural groups differ from one another (e.g. holidays, foods, music, and customs).
Shortcomings: I think one of the shortcomings of this book is not really the educational aspect to it. I would have loved if there was a small description of the landmarks (when they were built/ what were they built for) under them or on the same page somewhere so that even readers at a higher level (or students that are developing their literacy) can understand as their language is developing.

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This book is about a girl named Gabriella who reminds us that Venice was once a city of music. She composes her own song, using different sounds of the city as she walks home from the market.

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This book follows a boy named Adika and his Mama Panya as they go to the market to purchase items for her pancakes. Adika invites everyone he sees to have dinner with him and Mama Panya but she is nervous that there will not be enough to feed so many people.

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This book highlights the main misconception that Africa is indeed NOT a country by showing a moment in a child's day in 27 of Africa's 53 nations. The author and illustrator show the many different ways of life in Africa to showcase that there isn't just one way of living.
Type of Text: Informational, Non-fiction
Reason for including: I wanted to include this because I have come across ADULTS that think that Africa is a country and that it is one of the most common misconceptions of the continent of Africa so I really want to end that misconception at a young age.
In the classroom, I would incorporate this by using the book as an introduction to a lesson/activity where my students are to pick on country from Africa and fill out a graphic organizer and compare and contrast their country with someone else's county and identify two differences and two similarities.
Standard: SEL.2B.B1 Recognize the existence of various groups based on social and cultural variables (e.g., age, race, ethnicity, shared interests, religion, and disability).
Shortcomings: I found no shortcomings, there are so many children from different countries, dressed in different garments, and this book does a great job at educating that Africa is not a country but made up of many different countries.

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This book shows the challenges of a teacher and a group of children who learned to make beautiful music with recycled instruments. 

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Ada's Violin: The Story of the Recycled Orchestra of Paraguay

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Ada's Violin: The Story of the Recycled Orchestra of Paraguay

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Type of Text: Informational/Nonfiction

Reason for including the text: I chose this text because this book adds the importance of rising and persevering even when you think you can't. This is an inspiring story that highlights the importance of community and sticking together. This book has many strengths, one of them being that this book is nonfiction, and it shows that this is real life and has actually happened. Another strength is that this book highlights an underrepresented group of people in the country of Paraguay. This then exposes students to different countries and groups of people, especially showing them how they adapt to their environment, even when you don't think you can.

In the classroom, I would include this text by introducing the different culture and lifestyles of Paraguay and this specific city. I would use this in my classroom by possibly collecting different recyclable items from our school or different places so that my students could create their own instruments or musical items and maybe we could try to perform a song that is native or common to the country of Paraguay.

Standard: SS.2.G.2. With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.

Shortcomings: One thing that might be one of the shortcoming of this book is that students might perceive the entire country of Paraguay to be pilled with trash everywhere. So in response to this, I could show them different videos about the culture and native life of Paraguay outside of this specific city.

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This book, set in the Amazon, with bright and colorful illustrations, invites children to come and explore the Amazon with many different animals and foliage to learn about!

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This book follows a girl and her mother as they select different gifts to give to their family members in Korea while they visit. This family takes us through their day to day routine during their visit in Korea, caring for farm animals and shopping through the markets.

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This book, set in India, follows a boy who celebrates the tradition of Ramadan. He chooses a new salwaar kameez, gives gifts to his family, listens to music, and feasts!

Type of Text: Realistic Fiction, Informational
Reason for including this text: I chose this text because I feel like the tradition/holiday of Ramadan is something that a lot of people on earth celebrate and it is so important to learn about different ways of life to appreciate them. It is also important to keep our children/students in the 'loop' and in touch with their peers, especially for special celebrations.
In the classroom, I would incorporate this book around the time of Ramadan and I would use this as a beginner lesson about the tradition and the significance of it to it's respective countries/religions. Some activities I could possibly do is teach and create an activity surrounding the five pillars of Islam and tie it into the book with Amal and his family.
Standard: SEL.2B.A3 Recognize that people who share a cultural tradition differ from one another in other ways.
Shortcomings: I found not many shortcomings of this text. It is on grade level, it informs the readers of the tradition of Ramadan without adding complexities that young minds might not be able to understand.

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Summary: This book is about a Native American girl, Jenna, who wants so badly to be able to dance in the upcoming powwow just like her grandmother. We follow her through her urban neighborhood as she goes to visit different relatives for advice and jingles she may add on her dress. We see this beautiful mix of tradition and modern life throughout the life of this young girl in this text.

Type of Text: Fiction, Indigenous (underrepresented identity)
Reason for including the text: I feel as if a lot of Americans do not automatically classify Native Americans as Americans even though they were, quite literally, the first one's here. Native American/Indigenous history and its peoples are so often forgotten and never considered when we think of American citizens; they were here first and their colonizers are the current dominant culture. It is important for students to not only understand the communities and lifestyles from different countries and cultures, but most importantly, their own. The land they live on and country they live in and it's history and people are so important, especially when they are also trying to understand and learn about the world they live in. Some strengths that this book has is incorporating the modern world in this book. The reason for this is because  a lot of what we hear about indigenous people is back from before they were colonized or typically associated with that time period but showing students/children that Native Americans are still here and are a prevalent community that still practices their culture and traditions is so important so that students do not associate indigenous peoples with history but with the now.
In my classroom, I can incorporate this book around the time of when a traditional pow wow would be and some of the activities that we could do is learn the jingle dance, watch it, analyze and learn what their attire represents/means. I could also incorporate this book around the time we learn about Native American/Indigenous people, and sort of, show the students that there are Native Americans that have and belong to communities in today's age to break the stereotypes and automatic assumptions of them.
Standard: SS.2.H.2. Examine key events that changed history from multiple perspectives, including the perspectives of diverse individuals, cultures, and groups.
Shortcomings: One of the shortcomings of this book is I just felt that they could have done a better job incorporating more of the modern world in this book, it is there, just not as prevalent. I know that this book probably isn't the one that is being used to highlight the erasure of the Native American culture, but still.

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This story follows a girl in Tennessee in the early 20th century trying to win the African-American tradition of a dance called the cakewalk. She knows that if the wind is on her side, she's destined to win the cakewalk. This book follows Mirandy on her journey through town to try everything she can to catch brother wind.