Middle School
Last week, Chicago middle school teacher Xian Barrett had his students insert their voices into conversations about these cases by creating a special activity: After reviewing and discussing the details of each case in class, tweet about them. He then shared these tweets on his own Twitter feed (while maintaining students’ anonymity) (Teaching Tolerance Staff, 2014)
The Good in the Hood curriculum is based on the understanding that there is value in every community. This series of lessons helps students in Baltimore City identify undervalued resources in Baltimore's most disinvested communities. The BLM principle that steers this curriculum is “Unapologetically Black”. It is important that our students that live and attend school in disinvested communities are not disconnected from and shameful about their environment. Instead this curriculum assists in building pride in our communities by highlighting resources like the corner store, the rec center, the church, etc. In the Good in the Hood curriculum, students not only explore undervalued resources but are challenged to advertise the resources to bring more attention to the “good in the hood."
This curriculum unit for grades PreK–12 provides grade-specific lessons and resources that assist in addressing these difficult issues with children at home and in the classroom.
Where does bias come from? In this mini lesson you will explore the differences between explicit and implicit bias and how to challenge it in our everyday lives.
ADL's mini lessons are short, interactive, online lessons for educators to learn about a core ADL topic, theme or activity.
Only a small portion of an iceberg can be seen above the waterline. Similarly, understanding someone's identity is limited by what we see on the surface. This mini lesson explores the concept of identity and the importance of going "below the waterline" to challenge and avoid stereotypes and identity-based bias.
ADL's mini lessons are short, interactive, online lessons for educators to learn about a core ADL topic, theme or activity.
This mini lesson will introduce you to the Pyramid of Hate, an ADL concept and activity that demonstrates how the seeds of bias, once planted, can grow quickly from biased ideas to discrimination and acts of violence.
ADL's mini lessons are short, interactive, online lessons for educators to learn about a core ADL topic, theme or activity.
Today's classroom is more diverse than ever before. We've compiled tips from experts, lesson plan ideas, and ready-to-go activities that speak to the backgrounds of all your students.
We are thrilled that teachers across the country are meeting, collaborating, and building curriculum based on Stamped: Racism, Antiracism, and You, by Jason Reynolds and Ibram X. Kendi. This YA book is based on Kendi’s 2016 Stamped from the Beginning.
Both books center the lives of key individuals to help readers sort out both the origins of racist ideas and to differentiate between segregationist, assimilationist, and antiracist positions. These individuals — Cotton Mather, Thomas Jefferson, William Lloyd Garrison, W. E. B. Du Bois, and Angela Davis — offer examples that we’re happy students will encounter in the project of antiracist education.
We hope educators supplement these texts with an equally rich people’s history of racism and antiracism. Toward that effort, we have suggested lessons that complement key chapters and moments in Reynolds’ and Kendi’s Stamped. In most cases, we’d recommend doing these lessons before having students listen or read the chapter, since many of our activities leave the “what really happened” unanswered until the end.
This unit focuses on learning about African American woman both locally (Baltimore born/established) and nationally who have used their talent to re-invest in their community. Students will be introduced to several African American women that have contributed to the growth of our communities on both a local and national level. Students will analyze articles and construct narratives that will reflect their understanding of the lesson’s topic. Students will present a portfolio at the conclusion of the course to display their takeaways and to summarize how the week’s lessons have affected their perspective on how to become a change maker in their community.