Racial profiling occurs when law enforcement agents impermissibly use race, religion, ethnicity or national origin in deciding who to investigate. This lesson focuses on racial profiling. Students learn what the term means, discuss why it matters, conduct research and present their insights.
This lesson asks students to think about what counts as history. It is divided into two parts. Part 1 gets students thinking about what’s included in the history they study, and what’s missing. Part 1 can stand alone as a complete lesson. Part 2 extends the project. In it, they compare how a U.S. history book and an African-American history book address the same time period. They also reflect on how including new groups alters the study of history.
In this lesson, students imagine themselves attending a high school that is polarized by violence between U.S.-born students and foreign-born African immigrants. After learning about the situation, students use problem-solving skills to determine what they would do to deal with the violence if they attended that school. The lesson is adapted from an actual situation that took place at Edward Little High School in Auburn, Maine.
About 4 million undocumented immigrant women live and work in the United States. They live in fear of job-site immigration raids and deportations, which result in personal and economic costs both here and back home. In this lesson, students will learn how current immigration policies are tied to those costs.
This lesson is the second in a series of lessons called “Issues of Poverty.” Students explore the causes of poverty in the United States and the structural factors that perpetuate it. Students will examine the ways poverty is closely related to economic and political policy, and will work to discover why it disproportionately affects members of non-dominant groups—that is, groups that have historically oppressed groups.
Students will identify ways in which sexism manifests in personal and institutional beliefs, behaviors, use of language and policies. Use this lesson to develop plans of action against bias.
By examining the funding gap in their own state, students will learn about inequities in the system and begin to question why those inequities exist.
This lesson asks students to think about how school districts can address the needs of increasingly diverse populations. It takes as its starting point a debate in New York City’s public schools.
History is often seen as the march of progress. In U.S. history, the chronology of events that led from the settlement of to the formation of colonies, from a newborn nation to the current 50 states, is considered the natural sequence of the nation’s progress. The outcomes of historical events are presumed to be steps forward in our collective journey.
This lesson, the second in a series, encourages students to think and talk openly about the concept of beauty, particularly as it overlaps with issues of race and racial identity.