In Giovanni's poem, the speaker describes growing up as a little black girl in the South, swinging on the porch, listening to her portable radio and drifting to far away places via the books Mrs. Long procured for her.
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."
This essay places side by side the historical oppression of African Americans in the South and the recent surge of African Americans moving back to the South of their own free will. In her discussion, Maya Angelou questions why such choices are considered remarkable.
To cover is to downplay aspects of our identity that make us different from mainstream society. Kenji Yoshino argues that, although we live in an age where the law prohibits many forms of discrimination, people still face pressure to hide who they are.
This essay expounds on the injustices and false perceptions faced by women in the welfare system. Tillmon contends that the system is overrun with sexism and that until American women are liberated by equal pay, the welfare system will continue to be a trap for them.
This poem features two speakers, a person and God. The person questions why God made him/her black and lists the negative associations with the color. God answers by showing all the beautiful ways humans are created.
Although her husband died in the September 11 attack, Arissa is targeted for being Muslim. In this excerpt, she is held up by a group of men who berate her and threaten to kill her until they realize she is pregnant.
Students predict the meanings of vocabulary words before reading and confirm the accuracy of their predictions during and after reading. Students identify context clues from the text and revise their definitions accordingly.
This contextual redefinition strategy encourages students to use the structure and context of words to predict their meanings. Students arrive at the definition through exposure to increasingly rich clues.
Shared reading combines aspects of guided reading and read-aloud strategies. During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.
This strategy exposes students to multiple short pieces of a text before they read it in its entirety. Students read selected quotes out of context and comment on both the selection and the comments of other students. The activity ends with students reflecting on their reactions to and predictions about the text.
Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
A strategy to introduce the anti-bias framework into group discussion and textual analysis. Students respond to and pose questions from the four anti-bias domains: identity, diversity, justice and action.
Students use online resources to analyze current voter registration and turnout rates in their state and local community. They also explore potential roadblocks to the voting process (e.g., felon disenfranchisement and voter fraud).
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