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1 | Timestamp | Book Title | Author's Name and race | Is this an own voice book (characters the same race or background as the author)? | Appropriate Grade Levels | Book Summary | Describe the main character in the book (including but not limited to: race, gender, background, etc.) | Which IDENTITY standard applies to this book? Check all that apply. | Which DIVERSITY standard applies to this book? Check all that apply. | Which JUSTICE standard applies to this book? Check all that apply. | Which ACTION standard applies to this book? Check all that apply. | This book would be good for... | What other resources can you share to go with this book? | Type of book | ||||||
2 | 5/28/2019 18:08:42 | Ara the Star Engineer | Komal Singh, Indian female | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade | This book is about a young girl named Ara who loves engineering and programming. It also features other diverse women in technology and engineering jobs. The pictures include diverse characters of different races, genders, and physical abilities. The book includes rich vocabulary, STEM terms, and teaches a problem solving process. | Ara is a brown female. It is unclear if she is Indian like Komal or not. | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will respond to diversity by building empathy, respect, understanding and connection | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups | STEM activities, vocabulary talks, getting girls interested in STEM, teaching problem solving strategies | |||||||||
3 | 9/2/2019 11:34:24 | When grandmas gives you a lemon tree | Jamie L.B. deenihan White | No | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade | What do you do when grandma gives you a lemon tree for your birthday when asked for a new gadget? | A brown skinned little girl | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups., Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination)., Students will analyze the harmful impact of bias and injustice on the world, historically and today. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias., Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice., Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias. | Mother’s day, grandparents day, any day to converse about virtues of hard work and celebrating community | ||||||||
4 | 9/5/2019 15:50:40 | The Summer Nick Taught His Cat To Read | Curtis Manley, white and Kate Berube, white | No | Kindergarten, 1st Grade, 2nd Grade | In this story, Nick tries to teach his cats to read but nothing works until he finds what his cats are interested in. | Nick is a brown skinned boy with 2 cats who loves to read. | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals. | Students will respond to diversity by building empathy, respect, understanding and connection | Guiding a discussion or student response sheet like a student interest survey so a teacher could ensure the books offered in the classroom represent they types of books students want to read. I like this book specifically because the main character is a child of color doing everyday kid activities. | ||||||||||
5 | 9/5/2019 16:37:55 | Pet Show! | Ezra Jack Keats, white | No | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade | The neighborhood is having a pet show and all the children get awards for bringing their pets. The cat (who shows up in many Keats' books) is missing and Archie doesn't have a pet to bring for the pet show. At the end, the cat shows up with an old woman and she wins an award. Archie gets creative and brings a germ as his pet and also wins an award. | Archie is the main character of the book. He is one of many reoccurring black characters in Keats' books. Most of the other characters are also black. | Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will respond to diversity by building empathy, respect, understanding and connection | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups | Discussing creative thinking. Teaching comprehension: retell, problem and solution | Check out Ezra Jack Keats' other books! I love that they are all based in the same neighborhood with many of the same characters! | ||||||||
6 | 9/5/2019 16:59:12 | I Love My Hair! | Natasha Anastasia Tarpley, black | Yes | Kindergarten, 1st Grade, 2nd Grade | In this story, a little girl and her mother tell all the ways and reasons they love their hair! | The main character of the story is a black girl who is getting her hair combed and braided. | Students will develop positive social identities based on their membership in multiple groups in society., Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respond to diversity by building empathy, respect, understanding and connection | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. | Opinion Writing! | |||||||||
7 | 9/5/2019 17:24:15 | The Champ: The Story of Muhammad Ali | Tonya Bolden, black | Yes | 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | This book tells the life history of Muhammad Ali. | Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. | Teaching biographies, use as an author's craft book in writing, creating timelines, poetry, close reading (to guide courageous conversations based in the standards marked above), text talks. I could also see this book being used as an anchor text for library, music, art, and PE to use in a collaborative unit. | |||||||||
8 | 9/5/2019 17:51:16 | Going Down Home with Daddy | Kelly Starling Lyons | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | This is the story of a boy and his family going to a family reunion. He talks about their family history and their family traditions that honor that history. The pictures are very intentional and have amazing details including Adinkra Symbols. | Alan is a black boy | Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection, Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics., Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. | Telling your story, comprehension skills, teaching about family culture and tradition, | |||||||||
9 | 9/5/2019 18:11:45 | Daddy Calls Me Man | Angela Johnson, black | Yes | Kindergarten, 1st Grade | In this book, a boy tells all the things he likes and enjoys. | The main character is a black boy. | poetry, reading comprehension, asking and answering questions about a story, family traditions | ||||||||||||
10 | 9/5/2019 18:16:44 | Skin Again | Bell Hooks | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | This is an illustrated poem about skin color and how it doesn't define the type of person you are. | This book doesn't have a main character but shows illustrations of children with all different skin colors together. | Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups., Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection | Students will analyze the harmful impact of bias and injustice on the world, historically and today. | Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. | poetry, courageous conversations about skin color | https://www.tolerance.org/classroom-resources/tolerance-lessons/different-colors-of-beauty | |||||||
11 | 9/5/2019 18:52:17 | Woosh!: Lonnie Johnson's Super-Soaking Stream of Inventions | Chris Barton, white | No | 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | This book shares the story of the inventor of the super soaker water gun. It tells about all the things he tried to invent including his failures. | Lonnie Johnson, black | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals. | Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | 4Cs, dealing with failure, problem solving, thinking creatively, perseverance, identifying characters feelings, problem solution | ||||||||||
12 | 9/5/2019 19:01:06 | Separate is Never Equal | Duncan Tonatiuh, Latinx (Mexican American) | Yes | 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | This is the story of Sylvia Mendez and her family as they fight for equality in schools in California. It includes specific stories of segregation and racism the children faced after their move and their struggles as they fought for the right to attend a high quality school. | Sylvia, Latina | Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection, Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination)., Students will analyze the harmful impact of bias and injustice on the world, historically and today., Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias., Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. | teaching social justice and segregation in schools. Compare/contrast the experiences of Mexican Americans and African Americans as they experienced segregation and the ongoing process of desegregation. | ||||||||
13 | 9/5/2019 19:19:01 | Freedom on the Menu: The Greensboro Sit-ins | Carole Boston Weatherford, black | Yes | 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | This is a first person account by a child of the sit ins in Greensboro NC. Connie is a little girl who witnesses the first sit in in person and others on TV. Her older siblings participate and even get arrested. Her family lovingly explains segregation and the civil rights movement for equality as she begins to understand the big win made when black students are served at the lunch counter. She then goes to the lunch counter with her siblings to enjoy a banana split. | Connie is a young African American girl | Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection | Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination)., Students will analyze the harmful impact of bias and injustice on the world, historically and today., Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias., Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. | This is a great book for teaching about the civil rights movement. It is accessible to elementary age students because it is told from the perspective of a young girl. | ||||||||
14 | 9/5/2019 19:46:17 | The Hello, Goodbye Window | Norton Juster | No | Kindergarten, 1st Grade | A child visits their grandparents and explains their feelings as they go through their day. The kitchen and the window there are of significant importance and in childlike language, the character tells why this space is important to their family. | The child in the story is ambiguous. It is unclear if they are male or female. They have brown skin, and the grandparents are an interracial couple. | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respond to diversity by building empathy, respect, understanding and connection | Small moments writing, personal narrative, feelings of characters, retelling, asking and answering questions. This is a great book showcasing people of color in everyday situations with their family. I love a book with POC characters that isn't specifically about racial or social justice because it is important for all children to see POCs in books doing regular things. | ||||||||||
15 | 9/5/2019 19:51:16 | Not Norman | Kelly Bennett | No | Kindergarten, 1st Grade | This is the story of a boy who wants a pet and his parents get him a goldfish he names Norman. The boy is not happy with this pet because he wanted a different kind of pet. It has a repeating line throughout the book: "not Norman!" The boy brings Norman to school to for show and tell and after various events and a windy night, he learns to love and appreciate his new pet. | black boy | Students will develop positive social identities based on their membership in multiple groups in society. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people | Central message/moral of the story/lesson learned, ask and answer questions, identify feelings of characters. | This book is used in one of the kindergarten Lucy Calkins Reading Units of Study (I can't remember which) | |||||||||
16 | 9/5/2019 19:57:43 | Twenty Yawns | Jane Smiley | No | Kindergarten, 1st Grade, 2nd Grade | Lucy spends the day at the beach with her family doing all kinds of different beach activities. On their way home, she begins to yawn. The rest of the story goes into detail about Lucy's bedtime routine and Lucy yawns through the whole thing. During her bedtime story, mom falls asleep and Lucy is wide awake. She goes through her house in the dark and quiet to get her teddy bear and other stuffed animals. She brings them back to bed, and yawns some more and falls asleep. | Lucy is a multiracial girl. It looks like her mom is black and dad is white. | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respond to diversity by building empathy, respect, understanding and connection | writing small moments/personal narrative, ask and answer questions, make connections. Counting to 20. This is also a very sweet bedtime story. | ||||||||||
17 | 9/5/2019 20:03:56 | The Skin You Live In | Michael Tyler | No | Kindergarten, 1st Grade | This is an illustrated poem about different skind colors and how the color of your skin is not all of who you are. It usies beautiful imgery language to describe colors. It provides an access point for young students to talk about skin color but also see that there is more to a person's identity. | This book doesn't have a main character but shows illustrations of children with all different skin colors. | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups., Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will analyze the harmful impact of bias and injustice on the world, historically and today. | Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. | poetry, courageous conversations with younger children about race and skin color, rhyming, rhythm, | This book would pair well with Skin Again by Bell Hooks. | |||||||
18 | 9/5/2019 20:15:09 | City Garden | DyAnne DiSalvo-Ryan | No | 1st Grade | Marcy works with her neighbors to turn an empty lot into a beautiful community garden. | African American girl, the other neighbors are diverse | Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respond to diversity by building empathy, respect, understanding and connection | Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure., Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective. | Social Studies lesson on building community, teamwork, collaboration, solving a community problem, genius hour, predicting, asking and answering questions, lesson learned/moral of the story/central message, perseverance, | |||||||||
19 | 9/5/2019 20:55:00 | Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination). | ||||||||||||||||||
20 | 9/5/2019 21:10:32 | Big Momma's House | Donald Crews | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade | Four African American children travel with their mother, and when the train arrives in Cottondale, Florida, the summer at Bigmama's house begins! | Younger black male | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | having students see different cultures expressed in books. | |||||||||||
21 | 9/6/2019 0:41:05 | I am Enough | Grace Byers/Bi-Racial | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | “Like time, I’m here to be, and be everything I can.” The little girl in this story shines like the sun. She sings, soars, and stands like the mountains. “Like the winner, I’m here to win, and if I don’t, get up again.” She is strong and smart and loving and kind, but most importantly, she is herself, and that will always be enough. | bi racial female | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups., Students will respond to diversity by building empathy, respect, understanding and connection | everyone including adults lol | https://b0f646cfbd7462424f7a-f9758a43fb7c33cc8adda0fd36101899.ssl.cf2.rackcdn.com/teaching-guides/TG-9780062667120.pdf | |||||||||
22 | 9/6/2019 0:51:14 | Sugar Plum Ballerinas Series | Whoopi Goldberg | Yes | 2nd Grade, 3rd Grade, 4th Grade | Alexandrea Petrakova Johnson does not want to be a beautiful ballerina, and she does not want to leave her friends in Apple Creek. Unfortunately, that doesn't stop her ballet-crazy mother from moving them to Harlem, or from enrolling Al at the Nutcracker School of Ballet. | Alexandrea is an african american young girl as are her friends in the ballet school with her. | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. | reading books with diverse characters that aren't saviors just everyday kids. | ||||||||||
23 | 9/6/2019 0:58:17 | Little Leaders Bold Women in Black History | Vashti Harrison | Yes | 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | "Meet 40 trailblazing women who broke barriers of race and gender to pave the way for future generations | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals. | Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will respond to diversity by building empathy, respect, understanding and connection, Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics., Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias., Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. | learning about diverse females | |||||||||
24 | 9/6/2019 1:13:25 | Can I touch your hair: poems of race, mistakes, and friendship | Irene Latham (WF) and Charles Waters ( BM) | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | Poems that discuss “acting white”; touching a person’s hair; family dinners and other racial experiences | Black male | Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will respond to diversity by building empathy, respect, understanding and connection | Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination)., Students will analyze the harmful impact of bias and injustice on the world, historically and today. | Poetry unit; identity exploration | |||||||||
25 | 9/6/2019 1:23:36 | Little Leaders Visionary Women around the world | Vashita Harrison | Yes | 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | Featuring the true stories of 35 women creators, ranging from writers to inventors, artists to scientists, Little Dreamers: Visionary Women Around the World inspires as it educates. Readers will meet trailblazing women like Mary Blair, an American modernist painter who had a major influence on how color was used in early animated films, actor/inventor Hedy Lamarr, environmental activist Wangari Maathai, architect Zaha Hadid, filmmaker Maya Deren, and physicist Chien-Shiung Wu. Some names are known, some are not, but all of the women had a lasting effect on the fields they worked in. | Students will develop positive social identities based on their membership in multiple groups in society., Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups., Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way., Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination)., Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. | Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. | all ages | |||||||||
26 | 9/6/2019 2:29:49 | Where Are You From? | Yamile Saied Mendez and Latinx | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | A child who looks different than their peers asks an important family member where they come from. | A young Latinx, potentially Latinx-American girl. | Students will develop positive social identities based on their membership in multiple groups in society., Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. | All grades K-5. | None at this time. Here is the link to the author's page: https://yamilesmendez.com/ | |||||||||
27 | 9/6/2019 21:00:28 | Dear Black Boy | Martellus Bennett | Yes | 3rd Grade, 4th Grade, 5th Grade | coaching black boys to set goals for themselves and work to ensure the goals come true; black boys need to dream big and no one can take the dream from you; think and use your mind to reach your goals | African American, boy | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination)., Students will analyze the harmful impact of bias and injustice on the world, historically and today., Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics., Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias., Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice., Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias., Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure., Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective. | black boys | none | |||||||
28 | 9/8/2019 3:17:48 | Children of Native America today | Yvonne Wakim Dennis, Cherokee and Syrian | Yes | Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade | CHILDREN OF NATIVE AMERICA TODAY invites readers to explore Native nations, focusing on the children who live, learn, and play in tribal communities throughout the United States. These children celebrate a proud heritage, a rich culture, and a close-knit society. They participate in cultural activities such as totem pole carving, storytelling, and dancing at a powwow, as well as enjoying video games, going to school, and other contemporary pastimes. | Nonfiction | Students will recognize that people’s multiple identities interact and create unique and complex individuals., Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. | Students will recognize stereotypes and relate to people as individuals rather than representatives of groups, Students will analyze the harmful impact of bias and injustice on the world, historically and today. | Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. | Going against stereotypes of Native Americans and showing how contemporary Native people live and look | ||||||||
29 | 9/8/2019 21:46:55 | https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.weareteachers.com%2Fsocial-justice-lesson-plans-resources%2F&h=AT0Pau3U6W5paTpKEpUT8yV_9eQhrKMoagF3Trt6FW7db8GbU5KOJRxmLInxKJWrDIVvh9Cpov3f4826fc4H1xxrFS3ponA0EPHDbeiKsstgH-FNy-zWm7jNEaH5&s=1 | ||||||||||||||||||
30 | 9/8/2019 21:47:49 | https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.badassteacher.org%2Fbats-blog%2Fbats-list-of-lgbtqia-titles-for-classroom-libraries&h=AT1dhmNY4-XAxzE_venRtautMJtjtJActMJm-8WjF1Fy4JAUFe9l7-_uYwrUHV7Jcb5KGIkytIkGh0A0IkSo3gHWQ8pMrkdlUi--s2t5I6ngXnXDaiNsJ9zG6NO4&s=1 | ||||||||||||||||||
31 | 10/1/2019 2:57:44 | A Chair For My Mother | Vera B. Williams - White/Jewish | Yes | Kindergarten, 1st Grade, 2nd Grade | After a fire destroys their home and possessions, Rosa, her mother, and grandmother save and save until they can afford to buy one big, comfortable chair that all three of them can enjoy. In the mean time an entire community comes together to support them. | Rosa is a little girl who is determined and strong. She understands how to work hard and how to move forward from hardship. Rosa is Hispanic and not from a low-income family/neighborhood. | Students will develop positive social identities based on their membership in multiple groups in society., Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. | Students will express comfort with people who are both similar to and different from them and engage respectfully with all people, Students will respond to diversity by building empathy, respect, understanding and connection | A read aloud would be great for this book. It can offer a great conversation on socio-economic levels, strength in communities, and moving forward from hardships. | Picture Book/Trade book | |||||||||
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