What do children eat for lunch in Mexico City? What’s it like to attend a village school in the Amazon rainforest? What do kids wear to celebrate special days in Papua New Guinea or Switzerland? Accessible and enchanting, this selection of photo essays and handsomely illustrated works showcases the day-to-day lives of children across the globe, introducing individuals who represent of a wide variety of cultures, countries, and living situations. The books clearly depict and celebrate differences, while underscoring universal commonalities. In addition to inspiring investigation of and reflection about their own family’s cultural roots, these offerings can be shared with students to explore a tapestry of world cultures, foster understanding and cultivate empathy for others, and steer kids toward becoming responsible and informed citizens of a global community. Families and Festivals In What We Wear: Dressing Up Around the World (Charlesbridge, 2012; PreS-Gr 3), Maya Ajmera, Ellise Hofer Derstine, and Cynthia Pon pair simple text with stunning photos of children around the world engaged in an array of activities. Attractively arranged spreads are organized into broad categories that highlight universal similarities (“Dressing up means celebrating who we are…and what we believe”) while the assembled photos colorfully depict the many different ways that this can be achieved (a Japanese girl in a cherry-red kimono, a young musician in a traditional Scottish bagpiper’s uniform, an American cowboy in Western dress, etc.). Familiar-seeming images (students in school uniforms from the United Kingdom or face-painted kids from Panama playing pretend) alternate with images of kids in traditional cultural clothing. This visually appealing and joyfully upbeat book ends with a map and activity suggestions. Have your students discuss, write about, or illustrate the clothing that they wear for school, playing sports, special occasions, etc. and make comparisons to the youngsters in the book. Divide students into groups to choose a photo and find out more about that particular country/culture by researching using an online database such as World Book Online or Britannica Online School Edition. Have the groups compile a report to present to the class. Using the same eye-pleasing format, Ajmera, Pon, and Victoria Dunning describe the basic necessities required for nurturing Healthy Kids (Charlesbridge, 2013; Gr 1-4). Once again, the simple text and thematic spreads emphasize how children across the globe are alike, requiring nutritious food, clean water, good hygiene, safe homes, proper medical care, exercise, and a supportive family and community. Meanwhile, the sparkling photos show the many different ways that these goals are accomplished—two girls wash hands with water from a pitcher in Afghanistan, a family poses in front of a yurt in China, schoolchildren brush teeth in Tonga, helmet-wearing kids bicycle in Botswana, a smile is shared between a Syrian father and son, and much, much more. An appended section delves more deeply into each component and suggests ways that youngsters can help “all kids become healthy” in their own communities and beyond. Have your students look through the text to extract and summarize the important factors. Discuss the ways that they practice healthy habits at home and at school. Consider creating a list of basic rights for kids with your students. Results can be compared to the United Nations Convention on the Rights of the Child presented in child-friendly language by UNICEF Canada. George Ancona invites readers to Come and Eat! (Charlesbridge, 2011; Gr 1-4) with a photo essay that introduces different eating habits, foods, and celebrations around the world. A smorgasbord of customs and cultures are covered in this clearly written offering. For example, the author explains that people in India use two fingers and a thumb to eat, Tibetans sip soup directly from the bowl, and Nigerians scoop up fufu (made from ground cassava root), roll it into a ball, and use it to pick up foods and sauces in serving bowls. One spread depicts the wonders of the tortilla, “ancient bread of the Mexicans,” that can “serve as a plate, a spoon, even a napkin” (Ancona recommends using the very last piece to wipe one’s mouth after eating). The book ends with a look at special occasions: a Polynesian luau, potato pancakes for Hanukkah, buns served for Saint Lucia’s Day in Sweden, and more. The colorful photos provide clear examples while conveying the pleasures of enjoying a favorite dish or spending time with loved ones. The connection between food and family traditions, and the way that a shared meal becomes an opportunity to forge bonds and “celebrate life” with others, both shine through. With your students investigate favorite dishes and eating habits in your households, write an essay or draw a picture, and make comparisons to the cultural practices exhibited in the book. Compile a classroom cookbook with a recipe contributed by each student, or host a family food day. Jacqueline K. Ogburn’s Little Treasures: Endearments from Around the World (Houghton Mifflin, 2011; PreS-Gr 4) assembles “sweet and silly names” for loved ones in 14 different languages. The picture book begins with English terms such as the traditionally American “sunshine,” British “poppet,” and Australian “possum.” Names in other languages are presented in translation along with the actual term and a phonetic pronunciation guide (as well as non-Western characters if applicable). Aglow with familial affection, the endearments are simply delightful, from the French “my flea” (ma puce), to the Arabic “beloved” (habibi), Chinese “little mischievous pea” (xiao pie dou), Ethiopian Amharic-speakers’ “my bubble of joy” (yeinay filiklik), and Argentinean “little candy” (caramelito). Chris Raschka’s exuberant mixed-media artwork depicts a lovely variety of children and families, and though the characters are delineated in similar broadly abstract shapes, each is individualized with a few quick strokes of detail. Charmingly childlike, the illustrations emphasize the text’s message that all of these youngsters are cherished and loved, no matter if they are called halipupu (“hug bunny” in Finnish), lapochka (“little paw” in Russian), or mera lal (“my ruby” in Hindi). Have your students discuss the pet names that are used in their own households. Ask younger children to make self-portraits with the term featured as title; older kids can write a story about a favorite memory involving their loved ones. Japanese photographer Takashi Owaki visited 55 countries over a three-year-period, querying the children that he met with, “What do you want to be when you grow up?” Thirteen of the answers are presented in Dreams Around the World (One Peace, 2012; K-Gr 4). Each spread pairs a winsome full-page photo of the featured boy or girl with a page that includes the individual’s name and age; country, city, and flag; sought-after occupation in large text; a brief paragraph about how Owaki met the youngster; and three more captioned snapshots showing the child in his or her home setting often interacting with family and friends. Mengue from Senegal wants to be a dancer “because dancing makes her happy,” Malaysian Udayakumar seeks to become a pilot to visit other countries, and Angelica from the Philippines aspires to become a doctor and help others. Throughout, the writing tone is understated and respectful of each child. Readers will catch an intriguing glimpse into the unique day-to-day lives of these international dreamers, while also discovering that they have much in common with kids across the globe. Your students can answer the author’s question as well by writing a paragraph and/or drawing a picture, discuss why they are interested in this profession, and make comparisons with the kids featured in the book. Word and Image Toni Buzzeo’s vivid verses go Inside the Books (Upstart, 2012; K-Gr 3) to pay homage to libraries and readers around the world. Beginning with the United States, an amazing range of libraries spanning every continent are introduced: a donkey-pulled cart in Ethiopia; a beach-going wheelbarrow in Blackpool, England; the small community gathering place that serves Esperanza Station in the Antarctic; and more. Each glimpse at a realistic place is followed by a whimsical look at the storytelling wonders that a particular country’s books might hold (e.g., “A wooden skiff/or sailing ship/with fearless captain/and brave crew” for Bangladesh). Filled with flowing lines and precise details, Jude Daly’s soft-hued artwork effectively depicts the particulars of each amazing bastion of books, and the magical sense of possibility that stirs a child’s imagination. Each example features an open tome with a map and brief intro to the locale, and begins with the lines, “I love to look/inside the books.” This offering makes a wonderful discussion starter for contemplating the role of libraries and universal love of reading. Have your students use the refrain as a prompt to write their own poem about the marvels to be found within a book’s pages. When two students begin to exchange drawings and letters as part of a classroom pen pal project, they discover that though they live in different countries—America and India—they still have much in common. In Jenny Sue Kostecki-Shaw’s Same, Same but Different (Holt, 2011; K-Gr 3), simple text and lovely color-saturated artwork reveal similarities and contrasts between the boys’ two worlds. Elliot lives in a city where “the sun hides behind buildings as tall as the sky” and motor vehicles crowd the streets. The sun is particularly hot in Kailash’s village, where “Peacocks dance under trees shaped like umbrellas,” and there is also traffic (though it consists more of animal-drawn carts and pedestrians than cars). The comparisons range from concrete to abstract, and readers are encouraged to identify aspects unique to each lifestyle while appreciating the universality of shared interests and affections. Best friends by book’s end, the boys conclude that they are “Different, different but the same.” Consider linking into the global community of learners by partnering your class with a class in another country for a collaborative project or initiating email exchanges between students by utilizing a website such as ePals: Global Community. School Susan Hughes begins Off to Class (Owl Kids, 2011; Gr 2-5) by pointing out that according “…to UNICEF, there are more than 100 million children around the world who have never been to school,” indicates some of the myriad causes, and then highlights “incredible and unusual” real-life schools designed to beat the odds. Striking spreads focus on a particular establishment with an outline map pinpointing the locale, vibrant large-size full-color photos, captioned snapshots, fact boxes, and text arrayed beneath clear subtitles. First-person accounts penned by actual students are scattered throughout. The first chapter deals with environmental problems and concerns and the importance of building schools sustainably. Among the examples included here are the boat schools of Bangladesh’s Chalanbeel Region (monsoons and climate change have resulted in the flooding of numerous buildings); a remote village the Amazon rainforest that upgraded their primary facility to high school level and beyond by bringing in solar panels and computer equipment and linking to Brazil’s online learning program via Internet; and the sense of normalcy created by the tent schools erected in Haiti immediately after the 2010 earthquake. A section on overcoming invisible barriers (social attitudes and beliefs) highlights a school in Nepal that welcomes students and staff no matter their social caste, a Kenya boarding school that offers Maasai fathers dowries so their daughters can attend, a facility in Honduras that also provides abandoned children a home, and more. Focusing on kids who need their schools to be flexible, the final chapter describes traveling teachers who serve Siberia’s nomadic indigenous peoples, a made-of-bamboo school that can be taken down and reassembled to follow migrant workers in Thailand, a special cart designed to captivate and educate the street children of Cartagena, Columbia, and others. The book makes fascinating reading, and the upbeat narrative and successful projects cited allow youngsters to learn about the various challenges faced by kids around the world (gender inequality, social and/or economic differences, the results of natural disasters or climate change) in a format that is forthright, immediate, and ultimately uplifting and empowering. Students can cite examples from the text to show the ways that these schools meet the needs of their communities, and then expand the discussion to their own schools. Have kids brainstorm positive ways that they can effect change in their own learning environments. Zoom in on a particular—and particularly revealing—aspect of the school day with Andrea Curtis’s What’s for Lunch: How Schoolchildren Eat Around the World (Red Deer Pr., 2012; Gr 2-5). Each featured locale is presented on a cleanly designed spread. Text about the country’s mealtime practices, eating habits, and the role of the school in the community appears on the left-hand side along with a cartoon illustration. An up-close photo of the meal by Yvonne Duivenvoorden is presented on the right, with numbered pointers providing additional details about the food and interesting cultural tidbits. Students will notice that these repasts range greatly in their nutritional value, variety of food types, and abundance. For Tokyo, Japan, where manners and cleanliness are an important part of the meal, rice, fish, and miso soup are served on a blue sectioned tray along with chopsticks. For Nantes, France, an appetizingly arranged assortment of healthy dishes and mention of children taking taste-education classes reflect the culture’s appreciation for food. A Styrofoam container overfilled with pepperoni pizza, corn, and canned fruit represents government-subsidized meal in Roswell, NM, and raises questions about obesity rates among American children. The challenges facing children living in the Dadaab refugee camps near the Kenya-Somalia border are vividly brought to life with the image of a single cup of porridge provided by the World Food Progamme, while the plight of youngsters in a village outside of Kandahar, Afghanistan, is summarized with a photo of a single WFP high-energy biscuit. In Lucknow, India, the scoop of dal served on a small blackboard covered with a sheet of loose-leaf paper, may be the only meal the children eat all day. Also included are summations about school children who have taken on food issues and brought about change, as well as specific ideas for how kids and adults can go about “Reclaiming School Lunch.” This accessible book can inspire a wide range of discussion and research projects about particular countries and cultural practices; the effects of war, displacement, and natural disasters; worldwide poverty; the global food industry; and more. The Common Core State Standards below are a sampling of those references in the above books and classroom activities: RI. K.1. With prompting and support, ask and answer questions about key details in a text. W. K.1. Use a combination of drawing, dictating, and writing to compose opinion pieced in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W. K.7. Participate in shared research and writing projects. RI. 1.1. Ask and answer questions about key details in a text. W. 1.7. Participate in shared research and writing projects. SL. 1.2. Ask and answer questions about key details in a text read aloud…. RI. 2.1. Ask and answer such questions about who, what, where, when, why and how to demonstrate understanding of key details in a text. W. 2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definition to develop points, and provide a concluding statement or section. W. 2.7. Participate in shared research and writing projects. RI. 3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI. 3.7. Use information gained from illustrations…and the words in a text to demonstrate understanding of the text. W. 3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W. 3.3. Write narratives to develop real or imagined experiences or events…. W. 3.7. Conduct short research projects that build knowledge about a topic. SL. 3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details…. RI. 4.1. Refer to details and example in a text when explaining what the text says explicitly and when drawing inferences from the text. W. 4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W. 4.3. Write narratives to develop real or imagined experiences or events…. W. 4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. SL. 4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes….