This is a qualitative, exploratory study to examine the use of generative AI tools in education, particularly in the context of culturally inclusive learning. Multiple generative AI platforms were used to develop learning materials that are both culturally informed and culturally responsive for a fictional online history class. The provided resources were analyzed for historical and cultural accuracy. Results revealed historical and cultural bias in the generated responses from ChatGPT-4, in comparison to Sparkplug AI and ChatBlackGPT, from which historically accurate and culturally competent responses were observed. Further reflection was done to address the repercussions that potentially forthcoming censorship and persistent biases within large language models could have on future generations and their ability to access accurate information.