In this excerpt from his memoir, Rodriguez provides a stirring recollection from his adolescence: the first time he experienced racism as a result of being an immigrant in America. As he says, the experience "stays with [him] like a foul odor."
During World War II, a young German girl, Rose Blanche, inadvertently discovers a concentration camp not far from her town. She travels there frequently, taking food to the children on the other side of the barbed wire and meets a haunted fate the day she discovers the camp is gone.
In this poem, the speaker sees a man carrying his son across the street and is struck by the tenderness the man displays for the child. The speaker realizes that humanity must cloak itself in this same caring nature.
Although carefully planned at twilight so all animals can attend, things go terribly wrong during this walkabout. The group creates such a terrible hullabaloo that Namarrkun, the lightning man, is forced to show his strength.
Katherine Scholes begins this informative piece by describing the multi-facted nature of the word "peace" and what it can mean to different people at different times. Then she provides concrete ways that each of us can be a peacemaker.
Maleeka gets made fun of at school about her clothes, her grades, even the color of her skin. In this chapter, she talks about getting teased on a school trip and how even her friend Char was ashamed to be seen with her because of her clothes.
Maleeka gets made fun of at school about her clothes, her grades, even the color of her skin. In this chapter, one of her teachers, with white blotches on her face, shows how she's been able to accept the skin she's in.
This poem's speaker describes being bullied and feeling depressed and skipping school to avoid the harassment. Spiraling downhill emotionally, the speaker ultimately comes to accept and appreciate his/her unique identities.
In this pourquoi tale, a mother living on one of the islands in the Pacific Islands, is mystified when she bears a round child with no arms and no legs, but she tenderly raises the child until one day he asks to be buried in the sand, where he can grow (into the first coconut tree) and every part of him can be useful.
This excerpt focuses on the lives of African-American students during the civil rights movement. After reading Dr. Martin Luther King’s “I Have A Dream” speech in class in 1963, students in main character C.J.'s school are asked to share their dreams at a school assembly.
Mari and her family have been sent to an internment camp in Utah. She does not understand what they have done to deserve their internment and longs for her backyard in California where she used to grow sunflowers.
In this blog post, Houska emphasizes the enduring spirit of the Native American people and their culture, outlines the group’s past and present obstacles and calls to action young Native Americans to carry on the torch of resilience.
In this excerpt, Garang tells his story of how he became a lost boy when war destroyed his village. Walking with thousands of other orphaned boys, Garang travels thousands of dangerous miles from southern Sudan to a refugee camp in Ethiopia.
Mary Williams and R. Gregory Christie (illustrator)
A chance meeting of a family of frogs and a family of snakes in the woods one day allows wonderful new friendships to be made. Later, when the siblings tell their parents about their new friends, they are told never to play together again. Find out why in this easy-to-produce play that teaches about the serious topic of prejudice.
In this essay, the author identifies vague terminology used by the United States government during World War II to describe their actions toward Japanese Americans and outlines terms that would more appropriately describe the government's actions.
An anchor chart is an artifact of classroom learning. Like an anchor, it holds students' and teachers' thoughts, ideas and processes in place. Anchor charts can be displayed as reminders of prior learning and built upon over multiple lessons.
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.
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.
Select the parts of your Learning Plan you'd like to print. If your Tasks or Strategies have PDF handouts, they'll need to be printed separately. These are listed on the left side of each Task or Strategy page.