All Alike In Different Ways

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Subject

Reading & Language Arts

Social Studies

Civics

History

SEL

ELL / ESL

Topic

Race & Ethnicity Ability Gender & Sexual Identity Bullying & Bias Rights & Activism

Essential Question

What identities do I share with my family? What identities do I have that are different from my family?
How do I see myself? Is it the same way others see me?
How am I the same as other people? How am I different from other people?
How can I use my identity to help other people like me and unlike me?
When I am with other people and helping them, do they see the "real" me or do they just see my outside appearance?
How can I help to ensure equality for everyone, including special needs people like me, BIPOC, and LGBTQ?
Does my identity mean I get to do things other kids can’t, or keep me from doing something?
Do all people have the same rights?
How can I get into "good and necessary trouble" when helping others fight for equality everywhere.

Texts

Literature

One Million Men and Me

Based on a true person, this story is told from the perspective of a little girl whose dad took her to the Million Man March—where she saw the tears, happiness, and chants of men banding together for a common purpose.

Kelly Starling Lyons

Grade Level

K-2 3-5

Subject

Civics

History

Economics

Geography

Topic

Civil Rights Movement Race & Ethnicity Gender & Sexual Identity Rights & Activism

July 7, 2014

Informational

Freedom Riders

The freedom riders, black and white, joined together to effect change. Traveling across the South while enduring ridicule and pain, they helped ensure that doors were open to all people, regardless of skin color.

Rhonda Brownstein

Grade Level

K-2 3-5

Subject

Civics

History

Topic

Civil Rights Movement Race & Ethnicity Rights & Activism

July 5, 2014

Literature

John Brown’s Body

In this story, a young boy learns the history behind the abolitionist song “John Brown’s Body.”

Alice Pettway

Grade Level

3-5

Subject

History

Topic

Slavery

February 19, 2020

Literature

Antonio's Card/La tarjeta de Antonio

In this story, Antonio learns that words have power, and that can be both a good and bad thing. As Mother’s Day approaches he must decide how to show his love for his mother and her partner and whether he wants that declaration to be public.

Rigoberto González and Cecilia Concepción Álvarez

Grade Level

K-2

Topic

Race & Ethnicity Gender & Sexual Identity

July 29, 2016

Visual

Separate Is Not Equal

These two images depict segregated classrooms before the Brown v. Board of Education decision.

Jack Delano

Grade Level

K-2 3-5 6-8 9-12

Subject

Civics

History

Economics

Topic

Civil Rights Movement Race & Ethnicity Class

September 3, 2015

Literature

This Little Light of Mine

In addition to holding a key place in American folk and gospel music, this song has significance as an anthem of the civil rights movement.

Harry Dixon Loes

Grade Level

K-2

Subject

Civics

History

Topic

Civil Rights Movement Race & Ethnicity

July 3, 2014

Teaching Strategies

Responding to the Read-Aloud Text

Making Connections During Read Aloud

Students make connections to read-aloud texts by relating the text to themselves (lived experiences), to other texts (read in any setting) and to the world (current and historical events)

Grade Level

K-2

CCSS

RL.K-2.9, RI.K-2.9

July 19, 2014

Exploring Texts Through Read Alouds

Realia

Realia are real-life objects that enable children to make connections to their own lives as they try to make sense of new concepts and ideas. This strategy brings the Perspectives central text to life for students by using everyday objects during the read aloud.

Grade Level

K-2

CCSS

RL.K-2.1, RL.K-2.2, RL.K-2.3, RI.K-2.1, RI.K-2.2, RI.K-2.3

July 13, 2014

Exploring Texts Through Read Alouds

Creating Questions to Engage Critically with Texts

This strategy provides tools to create questions that help students engage critically with Perspectives central texts and examine them for issues of power and social inequity. The activities suggested here also encourage readers to bring their knowledge and experiences to the reading of a text.

Grade Level

K-2

CCSS

RL.K-2.1, RL.K-2.2, RL.K-2.3, RL.K-2.6, RI.K-2.1, RI.K-2.2, RI.K-2.3, RI.K-2.6

July 16, 2014

Responding to the Read-Aloud Text

Readers' Theater

During a readers’ theater, two or more students dramatize a text by reading expressively.

Grade Level

K-2

CCSS

RF.K-2.3, RF.K-2.4, RL.K-2.1, RL.K-2.3, RI.K-2.1

July 19, 2014

Student Tasks

Write to the Source

In Conversation

In Conversation asks students to demonstrate their narrative skills when applying different points of view in writing.

Grade Level

3-5

CCSS

W.3-5.3, W.3-5.4

July 19, 2014

Do Something

Be the Change...

Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem.

Grade Level

6-8 9-12

July 13, 2014

Do Something

Identity Portraits

Students interview one another, then draw or paint portraits containing symbols that represent the subject’s identity, beliefs, values or areas of interest.

Grade Level

3-5

July 13, 2014

Write to the Source

Small Moment

Small Moment asks students to demonstrate their narrative skills when writing about personal experiences.

Grade Level

3-5

CCSS

W.3-5.3, W.3-5.4

July 19, 2014

Plan Built By

JavaGirl19

All Alike In Different Ways

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