A poetry lesson weaves together the past, present and future of Emmett Till's tragic story.
This is the ninth lesson in the Reading Ads with a Social Justice Lens [10] series.
On one hand, it is easy to argue for more diversity in advertising. On the other hand, asking for diversity creates the danger of tokenism—the idea that it is OK to have a member of a minority ethnic group represent the entire group. Children are capable, if given the opportunity, of seeing many sides to this argument. They need the chance to weigh the pros and cons of increased diversity of representation in the media and work toward figuring out where their own opinions lie.
Activities for African American History Month
What would a neighborhood survey of businesses reveal about your community?
Black students everywhere made history as pioneers paving the way for racial integration in their hometowns. These activities complement the article, Little Rock Revisited: 40th Anniversary of Integration at Central High [19].
Measure your awareness of Native American influences in U.S. history and culture.
Commemorate the life of Louis Braille.
Students can make a pledge to help end continued racism.
Use this excerpt from Lewis's Walking with the Wind to explore the Civil Rights Movement.
Americans may not give much recognition to the UN observance, but for ten years the citizens of Canada have heeded the UN's summons and gone so far as to expand upon the idea of a one-day commemorative event to create a nationwide program toward the eradication of racism.
A media journal project exposes classism in contemporary politics.
Celebrated annually on November 2, Dia de los Muertos, or "Day of the Dead," embraces life as it pokes fun at the Grim Reaper. (Note: In some regions, the celebration spans two days, from November 1st through the 2nd, in which case it is called Dias de los Muertos.)
Middle school students build their own Bill of Rights.
"You can't continue to have a world without equal participation of men and women. That's my central thesis."
"The fight should be for all human rights - - religious, ethnic, sexual. We have to stop grouping people; they aren't pickle bottles and you can't stick labels on them."
"I am not a politician by choice. Instead I try to pursue the objective of institution building, an essential component of the reconstruction of our nation."
"One must ask, 'Are you doing everything you can?' and I think if the answer is try 'Yes,' then you fell neither hopeless nor despairing."
"I realized that although eighty percent of women in India are economically active, they are outside the purview of legislation."
"It started with five women, then 15, then 80, then 150. When it reached these numbers, I realized I had to do something for these women."
"The myth of male superiority can only be demolished with shining examples of female achievement against which nobody could argue intelligently."
"We Africans may be impoverished, but we are not poor. ... We can learn things from others, but we also have a lot to offer the world."
"What remains in the end is a deep longing for justice. . .We want you all to remember what happened to our children so that it never happens again."
"Now I would like to see Guatemala at peace, with indigenous and nonindigenous people living side by side."
"We turn away so often. ... Each one of us has an individual responsibility to inform ourselves. To care. To respond."
"Everyone has to take responsibility and do whatever they can to avoid a nuclear war [even] contacting the US President."
Teaching Tolerance teamed with Bread and Roses, the cultural arm of local 1199, the National Health & Human Service Employees Union of the AFL-CIO to present the International Women of Hope Project.
Explore the separation of church and state with regards to school prayer and religious tolerance.
Utilizing Shakespeare and theater to examine modern day violence.
Ways to use "Home was a Horse Stall [58]" in the classroom
This activity helps students understand the injustice and dangers of scapegoating an entire group of people during a national crisis.
Unsung Heroes of the Civil Rights Movement.
A high school teacher helps his students challenge their own racist beliefs.
Examine identity and assimilation with an activity that asks the essential question: Was there ever a part of your identity you had to hide?
Combat stereotypes by creatively combining science and social studies activities.
Teach inclusive, respectful behavior using storybooks lessons and art.
Implement an intervention program built on shared music and individual counseling sessions.
Teach students about the right to safety with a project based on the 1989 Charter of Children's Rights.
Help students remove prejudices they might have and dispel public myths regarding the "poor" through this five-month project.
This collection of primary resources and corresponding activities sheds light on the endurance of peaceful protesters in Montgomery, Ala., who overturned an unjust law.
Morning Meetings help students and teachers connect and start the day on a positive note.
Teacher uses student suggestions to create ideal classroom environment.
Artifacts of hate help middle school students see result of bullying, racist behavior.
Activity brings home the difficulties teen immigrants have fitting into a new culture.
Speaker shows significance of symbol while giving a face to gay "category."
In this lesson, students will explore the way clothing can influence our perceptions of one another.
Our students come from upper-middle-class homes and live in a sheltered suburban community with little exposure to anyone significantly different than themselves. Teaching tolerance is difficult when they have few experiences with diversity. This project introduces students to a diverse group of people who experienced intolerance.
Morning Girl looks at the themes of exploration and "discovery" from another perspective.
Lesson uses history of genocide to further notions of personal responsibility.
Collective poetry is an exercise designed to encourage students to work from a shared pattern in order to join their voices in a collective rhythm.
Holocaust study encourages discussion about what it means to be a responsible citizen.
Links:
[1] http://www.tolerance.org/lesson/emmett-till-classroom-sonnet
[2] http://www.tolerance.org/category/classroom-resources/civil-rights-movement
[3] http://www.tolerance.org/category/anti-bias-domain/justice
[4] http://www.tolerance.org/category/level/grades-6-8
[5] http://www.tolerance.org/category/level/grades-9-12
[6] http://www.tolerance.org/category/subject/reading-and-language-arts
[7] http://www.tolerance.org/category/subject/social-studies
[8] http://www.tolerance.org/category/subject/ell-/-esl
[9] http://www.tolerance.org/lesson/showing-more-us
[10] http://www.tolerance.org/activity/reading-ads-social-justice-lens
[11] http://www.tolerance.org/category/classroom-resources/media-literacy
[12] http://www.tolerance.org/category/level/pre-k-k
[13] http://www.tolerance.org/category/level/grades-1-2
[14] http://www.tolerance.org/category/level/grades-3-5
[15] http://www.tolerance.org/activity/happy-birthday
[16] http://www.tolerance.org/category/classroom-resources/race-and-ethnicity
[17] http://www.tolerance.org/activity/path-toward-empowerment
[18] http://www.tolerance.org/activity/little-rock-revisited-classroom-activity
[19] http://www.tolerance.org/supplement/little-rock-revisited-40th-anniversary-integration-central-h
[20] http://www.tolerance.org/category/classroom-resources/events
[21] http://www.tolerance.org/activity/native-american-influences-us-history-and-culture
[22] http://www.tolerance.org/category/anti-bias-domain/diversity
[23] http://www.tolerance.org/activity/bringing-sight-sightless
[24] http://www.tolerance.org/category/classroom-resources/ability
[25] http://www.tolerance.org/category/subject/science-and-health
[26] http://www.tolerance.org/activity/living-history
[27] http://www.tolerance.org/category/classroom-resources/philosophy-and-tactics
[28] http://www.tolerance.org/category/anti-bias-domain/action
[29] http://www.tolerance.org/activity/commitment-nonviolence-leadership-john-lewis
[30] http://www.tolerance.org/category/classroom-resources/leaders-and-groups
[31] http://www.tolerance.org/activity/international-day-elimination-racial-discrimination
[32] http://www.tolerance.org/activity/question-class
[33] http://www.tolerance.org/category/classroom-resources/wealth-and-poverty
[34] http://www.tolerance.org/activity/migration-and-spirits-life
[35] http://www.tolerance.org/category/classroom-resources/immigration
[36] http://www.tolerance.org/category/subject/arts
[37] http://www.tolerance.org/activity/rights-child
[38] http://www.tolerance.org/category/classroom-resources/school-culture
[39] http://www.tolerance.org/category/subject/math-and-technology
[40] http://www.tolerance.org/activity/bella-abzug
[41] http://www.tolerance.org/category/classroom-resources/gender-equity
[42] http://www.tolerance.org/activity/shulamit-aloni
[43] http://www.tolerance.org/category/classroom-resources/religion
[44] http://www.tolerance.org/activity/hanan-ashrawi
[45] http://www.tolerance.org/activity/aung-san-suu-kyi
[46] http://www.tolerance.org/activity/ela-bhat
[47] http://www.tolerance.org/activity/peace-bikunda
[48] http://www.tolerance.org/activity/wangari-maathai
[49] http://www.tolerance.org/activity/gra-machel
[50] http://www.tolerance.org/activity/madres-de-plaza-de-mayo
[51] http://www.tolerance.org/activity/rigoberta-mench
[52] http://www.tolerance.org/activity/mary-robinson
[53] http://www.tolerance.org/activity/maj-britt-theorin
[54] http://www.tolerance.org/activity/women-making-change-women-forging-hope
[55] http://www.tolerance.org/activity/peace-be-upon-you
[56] http://www.tolerance.org/exchange/will-and-reason
[57] http://www.tolerance.org/activity/activity-home-was-horse-stall
[58] http://www.tolerance.org/supplement/home-was-horse-stall
[59] http://www.tolerance.org/activity/then-and-now-tolerance-casualty-war
[60] http://www.tolerance.org/activity/unsung-heroes-civil-rights-movement
[61] http://www.tolerance.org/activity/and-maybe-i-can-change-too
[62] http://www.tolerance.org/activity/examining-identity-and-assimilation
[63] http://www.tolerance.org/category/anti-bias-domain/identity
[64] http://www.tolerance.org/exchange/science-and-heroes
[65] http://www.tolerance.org/exchange/lessons-goldilocks
[66] http://www.tolerance.org/exchange/beat-peace
[67] http://www.tolerance.org/category/classroom-resources/bullying
[68] http://www.tolerance.org/exchange/my-rights-their-rights
[69] http://www.tolerance.org/exchange/poverty-project
[70] http://www.tolerance.org/activity/bus-boycott-historical-documents-highlight-integration-miles
[71] http://www.tolerance.org/exchange/building-community-day-day
[72] http://www.tolerance.org/exchange/chaos-community
[73] http://www.tolerance.org/exchange/traveling-trunk-history-hate
[74] http://www.tolerance.org/exchange/new-kids-block
[75] http://www.tolerance.org/exchange/holocaust-education-pink-triangles
[76] http://www.tolerance.org/category/classroom-resources/sexual-orientation
[77] http://www.tolerance.org/activity/clothing-based-bias
[78] http://www.tolerance.org/category/classroom-resources/appearance
[79] http://www.tolerance.org/exchange/mathematics-our-past
[80] http://www.tolerance.org/exchange/rethinking-discovery
[81] http://www.tolerance.org/exchange/tolerance-and-genocide
[82] http://www.tolerance.org/exchange/collective-poetry
[83] http://www.tolerance.org/exchange/holocaust-art-education-project
[84] http://www.tolerance.org/classroom-resources
[85] http://www.tolerance.org/classroom-resources?page=2
[86] http://www.tolerance.org/classroom-resources?page=3
[87] http://www.tolerance.org/classroom-resources?page=4
[88] http://www.tolerance.org/classroom-resources?page=5
[89] http://www.tolerance.org/classroom-resources?page=6
[90] http://www.tolerance.org/classroom-resources?page=7
[91] http://www.tolerance.org/classroom-resources?page=8
[92] http://www.tolerance.org/classroom-resources?page=9