This is the second lesson of the series “Dealing with Dilemmas: Upstanders, Bystanders and Whistle-Blowers [2].” This lesson helps students identify and recognize modern-day American heroes—people who have made or are making a real difference in their communities. Students will research and learn how local movements become national ones through the activism and perseverance of upstanding individuals. The goal is to encourage activism and awareness and enable students to think about what they, as individuals, can do to make a difference in their own community.
This is the third lesson of the series “Dealing with Dilemmas: Upstanders, Bystanders and Whistle-Blowers [2],” which is designed to help students think about the importance of standing up for what they believe in despite both external and internal obstacles.
The purpose of these lessons is to help students think about how to resolve difficult ethical decisions related to injustice. By role-playing, researching people who have made courageous ethical decisions, and writing about their own role models, students will come to understand the importance of standing up for what they believe in.
This is the fourth lesson of the series “Dealing with Dilemmas: Upstanders, Bystanders and Whistle-Blowers [2],” which is designed to help students think about the importance of standing up for what they believe in despite both external and internal obstacles.
This is the first lesson of the series “Dealing with Dilemmas: Upstanders, Bystanders and Whistle-Blowers [2],” which invites students to examine how they would respond to everyday dilemmas that test their character and value system. By working through three or four scenarios, students will figure out where they stand, literally and figuratively, when conflicts arise. What would they do? What choices would they make? They will also have the opportunity to think about how and why the actions of their classmates influence their choices.
This lesson is part of a series called “The Rich Tapestry of Religion in the United States [15].” The overall goals of the series are to help students explore the similarities and differences among different religious beliefs and practices, learn that there is no one “right” belief system, identify the positive and negative implications of living in a country with religious diversity and freedom, and consider their own responses to those who believe differently than they do.
In this second lesson, students will learn similarities and differences among the major religions in the United States.
This lesson is part of a series called “The Rich Tapestry of Religion in the United States [15].” The overall goals of the series are to help students explore the similarities and differences among different faith systems and practices, learn that there is no one “right” belief system, identify the positive and negative implications of living in a country with religious diversity and freedom, and consider their own responses to those who believe differently than they do.
Activities will help students learn strategies for analyzing editorial cartoons.
Activities will help students:
Activities will help students understand how images can come together to make a statement in an editorial cartoon
People who are poor don’t have access to the kinds of resources—good jobs, high-quality education and health care, for example—that people with more money have. One thing they do have access to, unfortunately, is a disproportionate share of environmental problems. You can see why: People who can afford to, live in places far away from oil wells, factories and toxic waste dumps. People with less money more often live near those environmentally undesirable—and often dangerous—places.
Activities will help students see how artists can use cartoons to express their opinions about society and culture.
Activities will help students:
Activities will help students explore how editorial cartoons often use familiar adages or idioms in new ways to make a point about something.
Activities meet the following objectives:
Activities will help students:
Activities will help students understand how artists use images to represent an idea.
Activities will help students:
Activities meet the following objectives:
Objective
Activities will help students understand how artists use titles to bring context to editorial cartoons
Activities will help students understand strategies used in editorial cartoons and create an editorial cartoon that focuses on a social justice issue.
The photo is a portrait of homelessness and poverty. The scene shows a woman sitting on a couch, surrounded by clothes and various household items. A man stands near her.
“The Rich Tapestry of Religion in the United States” features three lessons that help students assess the religious diversity of the United States, explore different religious and non-religious worldviews, and consider how freedom of religion relates to their own lives and the lives of others.
This lesson is the first in a series called “The Rich Tapestry of Religion in the United States [15].” The overall goals of the series are to help students explore the similarities and differences among different faith traditions, learn that there is no one “right” belief system, identify the implications of living in a country whose religious freedom has engendered tremendous religious diversity, and consider their own responses to those who believe differently than they do.
In this introductory lesson, students are introduced to the word “belief.” They learn about several different religions and examine how many people across the United States follow those religions, and how many follow no religion at all.
In this lesson, students will learn about other religions as a starting point to promote religious tolerance.
In this lesson, students will use the case of Park51’s Islamic Cultural Center as a starting point for a discussion about whether religious freedom is absolute and if religious freedom requires respect for other religions.
“Taking a Closer Look at Religions Around the World” offers a starting point for exploring religions and faith traditions, creating an ongoing respectful dialogue about religious tolerance. By understanding where and how varying faiths began and developed, it’s possible to better comprehend the reasons behind divergent national and international origins in religion. Building knowledge and comprehension of context can assist our compassion and consideration for other people and faiths.
This lesson is the first in the series “Family Tapestry [55].” One goal of these lessons is to help students recognize and accept differences among themselves and within the larger community. Another is to recognize how each student’s unique family contributes to a richer society. As students begin to understand themselves better, learning opportunities will likely emerge to explore biases and prejudices. In this introductory lesson, students explore the definition of family, learn about different kinds of family structures and explore what makes their own family unique.
This lesson is the second in the series “Family Tapestry [55].” One goal of these lessons is to help students recognize and accept differences among themselves and within the larger community. Another is to recognize how each student’s unique family contributes to a richer society. As students begin to understand themselves better, learning opportunities will likely emerge to explore biases and prejudices. In this lesson, students explore how their family’s ethnic and cultural journey contributes to their lives and to their community.
This lesson is the third in a series called “Family Tapestry [55].” One goal of these lessons is to help students recognize and accept differences among themselves and within the larger community. Another is to recognize how each student’s unique family contributes to a richer society. As students begin to understand themselves better, learning opportunities to explore biases and prejudices will likely emerge. In this lesson, students learn the concepts of “same” and “different,” read and answer questions about two types of families, and create a “same and different” graphic organizer that reflects similarities and differences between their family and a classmate’s family.
This lesson is the fourth and final in a series called “Family Tapestry [55].” One goal of these lessons is to help students recognize and accept differences among themselves and within the larger community. Another is to recognize how each student’s unique family contributes to a richer society. As students begin to understand themselves better, learning opportunities to explore biases and prejudices will likely emerge. In this lesson, students will synthesize everything they’ve learned throughout the series to create a quilt that tells the story of their families and how those families contribute to their overall classroom community.
Students often learn the importance of respecting people of different religions, and of respecting religious beliefs that are different from their own. But what about people who do not hold religious beliefs at all? Too often the right not to believe is excluded from lessons about tolerance.
This final lesson of the series, I See You, You See Me: Body Image and Social Justice [63], which helps students think about their bodies and body image as related to broader issues of social justice and stereotypes.
This lesson is part of The Role of Gay Men and Lesbians in the Civil Rights Movement [65] series. This series introduces students to four lesbian, gay, bisexual or transgender (LGBT) people of African descent and their allies. All four—James Baldwin, Lorraine Hansberry, Pauli Murray, Bayard Rustin—were indispensable to the ideas, strategies and activities that made the civil rights movement a successful political and social revolution.
The history of a proud indigenous people during WWII.
Honoring the far-reaching contribution of women authors.
This lesson is part of The Role of Gay Men and Lesbians in the Civil Rights Movement [65] series.
This lesson is part of The Role of Gay Men and Lesbians in the Civil Rights Movement [65] series. This series introduces students to four lesbian, gay, bisexual or transgender (LGBT) people of African descent, and their allies. All four—James Baldwin, Lorraine Hansberry, Pauli Murray, Bayard Rustin—were indispensable to the ideas, strategies and activities that made the civil rights movement a successful political and social revolution.
This lesson is part of The Role of Gay Men and Lesbians in the Civil Rights Movement [65] series.
Links:
[1] http://www.tolerance.org/lesson/modern-day-heroes-people-who-are-making-difference
[2] http://www.tolerance.org/lesson/dealing-dilemmas-upstanders-bystanders-and-whistle-blowers
[3] http://www.tolerance.org/category/classroom-resources/bullying
[4] http://www.tolerance.org/category/anti-bias-domain/justice
[5] http://www.tolerance.org/category/level/grades-3-5
[6] http://www.tolerance.org/category/level/grades-6-8
[7] http://www.tolerance.org/category/subject/reading-and-language-arts
[8] http://www.tolerance.org/category/subject/social-studies
[9] http://www.tolerance.org/category/subject/ell-/-esl
[10] http://www.tolerance.org/lesson/change-agents-our-own-lives
[11] http://www.tolerance.org/category/anti-bias-domain/action
[12] http://www.tolerance.org/lesson/our-own-words-story-book-purpose
[13] http://www.tolerance.org/lesson/where-we-stand
[14] http://www.tolerance.org/lesson/my-way-not-only-way
[15] http://www.tolerance.org/lesson/rich-tapestry-religion-united-states
[16] http://www.tolerance.org/category/classroom-resources/religion
[17] http://www.tolerance.org/category/anti-bias-domain/diversity
[18] http://www.tolerance.org/lesson/free-believe
[19] http://www.tolerance.org/activity/editorial-cartoons-introduction
[20] http://www.tolerance.org/category/classroom-resources/media-literacy
[21] http://www.tolerance.org/category/level/grades-9-12
[22] http://www.tolerance.org/category/subject/arts
[23] http://www.tolerance.org/activity/editorial-cartoon-racial-profiling
[24] http://www.tolerance.org/activity/editorial-cartoon-censorship
[25] http://www.tolerance.org/activity/editorial-cartoons-povertyenvironmental-justice
[26] http://www.tolerance.org/activity/editorial-cartoon-intolerance
[27] http://www.tolerance.org/lesson/editorial-cartoons-gay-rights
[28] http://www.tolerance.org/category/classroom-resources/sexual-orientation
[29] http://www.tolerance.org/lesson/editorial-cartoon-equal-opportunity
[30] http://www.tolerance.org/lesson/editorial-cartoons-language-diversity
[31] http://www.tolerance.org/category/classroom-resources/race-and-ethnicity
[32] http://www.tolerance.org/lesson/editorial-cartoons-historical-example-immigration-debates
[33] http://www.tolerance.org/category/classroom-resources/immigration
[34] http://www.tolerance.org/lesson/editorial-cartoon-bullying
[35] http://www.tolerance.org/lesson/editorial-cartoon-hate
[36] http://www.tolerance.org/lesson/editorial-cartoons-gender-discrimination
[37] http://www.tolerance.org/category/classroom-resources/gender-equity
[38] http://www.tolerance.org/lesson/editorial-cartoon-racism
[39] http://www.tolerance.org/lesson/editorial-cartoons-conclusion
[40] http://www.tolerance.org/lesson/using-photographs-teach-social-justice-exposing-homelessness
[41] http://www.tolerance.org/category/anti-bias-domain/identity
[42] http://www.tolerance.org/category/subject/math-and-technology
[43] http://www.tolerance.org/lesson/one-nation-many-beliefs
[44] http://www.tolerance.org/lesson/understanding-other-religious-beliefs
[45] http://www.tolerance.org/lesson/first-amendment-and-freedom-religion
[46] http://www.tolerance.org/lesson/taking-closer-look-religions-around-world
[47] http://www.tolerance.org/lesson/importance-female-voices
[48] http://www.tolerance.org/lesson/girls-attitudes-about-stem-careers-similarities-and-differen
[49] http://www.tolerance.org/lesson/gender-and-jobs-women-workforce
[50] http://www.tolerance.org/lesson/legislating-equal-access
[51] http://www.tolerance.org/exchange/we-are-all-unique
[52] http://www.tolerance.org/category/level/pre-k-k
[53] http://www.tolerance.org/category/level/grades-1-2
[54] http://www.tolerance.org/lesson/my-family-rocks
[55] http://www.tolerance.org/activity/family-tapestry
[56] http://www.tolerance.org/category/classroom-resources/family
[57] http://www.tolerance.org/category/subject/science-and-health
[58] http://www.tolerance.org/lesson/my-family-journey
[59] http://www.tolerance.org/lesson/every-family-same-every-family-different
[60] http://www.tolerance.org/lesson/stitching-it-together
[61] http://www.tolerance.org/lesson/respecting-nonreligious-people
[62] http://www.tolerance.org/activity/healthy-bodies-healthy-body-image
[63] http://www.tolerance.org/activity/i-see-you-you-see-me-body-image-and-social-justice
[64] http://www.tolerance.org/category/classroom-resources/appearance
[65] http://www.tolerance.org/lesson/role-gay-men-and-lesbians-civil-rights-movement
[66] http://www.tolerance.org/category/classroom-resources/civil-rights-movement
[67] http://www.tolerance.org/lesson/bayard-rustin-fight-civil-and-gay-rights
[68] http://www.tolerance.org/activity/aleut-evacuation-overlooked-injustice
[69] http://www.tolerance.org/activity/rediscovering-forgotten-women-writers
[70] http://www.tolerance.org/street-signs
[71] http://www.tolerance.org/exchange/chain-connects-us
[72] http://www.tolerance.org/exchange/fruit-salad
[73] http://www.tolerance.org/exchange/six-secrets-friendship
[74] http://www.tolerance.org/exchange/are-those-who-produce-happy-meals-really-happy
[75] http://www.tolerance.org/lesson/james-baldwin-art-sexuality-and-civil-rights
[76] http://www.tolerance.org/lesson/pauli-murray-fighting-jane-and-jim-crow
[77] http://www.tolerance.org/lesson/lorraine-hansberry-lgbt-politics-and-civil-rights
[78] http://www.tolerance.org/classroom-resources?page=1
[79] http://www.tolerance.org/classroom-resources?page=2
[80] http://www.tolerance.org/classroom-resources?page=3
[81] http://www.tolerance.org/classroom-resources?page=4
[82] http://www.tolerance.org/classroom-resources?page=5
[83] http://www.tolerance.org/classroom-resources?page=6
[84] http://www.tolerance.org/classroom-resources?page=7
[85] http://www.tolerance.org/classroom-resources?page=8
[86] http://www.tolerance.org/classroom-resources?page=9