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For Secondary, Staff and Parents

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Four Agreements for Courageous Conversations

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Grades 4-6

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Why do "we" need to take action?

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Tubman $20 bill-NEWSELA & Time

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Racism Declared Public Health Issue

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1. Show how anti-bias curriculum will be integrated so that T's don't see it as another things to squeeze in
2. Staff needs training.  Expectation shared, supports available, create a network for support
3. SEL support/resources
4. Conflict resolution and restorative practices
5. Vocabulary terms and definitions

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K-5  Read alouds for all Social Justice Strands

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K-5  Read alouds for all Social Justice Strands

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https://docs.google.com/document/d/1S_jtTepgb2Z8bUc-0CYSXIQhKLqZkr1605LmVQkt414/edit?usp=sharing

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African American curriculum ideas for K-12 (mostly ELA/SS)

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African American curriculum ideas for K-12 (mostly ELA/SS)

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Building a bright future based on real students achievement
for African American and all students.

The teaching of African and African American History and culture incorporates the contributions, culture and influences of Africans and African Americans in shaping the United States and the world. This curriculum will accurately explain the impact of prejudice, discrimination, and stereotyping, and will describe the historical marker points for Africans and African Americans. This instruction is essential in promoting the appreciation of diversity and in nurturing the practice of democratic values and institutions in a pluralistic society, while helping young people build a sense of self-esteem so necessary for success in our world.

The Rationale

Africans and African Americans have made and continue to make major contributions to the world's history and cultures. This legacy has its roots in Ancient Africa and adaptations are worldwide. Unique perspectives on freedom, justice, and equality are major portions of this evolving legacy. All African Americans are part of the American dream and reality. African Americans have the right to be educated about their history and all students must know the difference between historical facts, myths and factual and real information. The African and African American Curriculum incorporates a multicultural and multiethnic learning process with the continuing realization that the American dream should be shared by all Americans.

The Vision

The African and African American Infusion Curriculum will enable students to learn about the origins, wealth of contributions, and courage of Africans and African Americans from Ancient Africa to the modern Diaspora in the Americas and other parts of the world. This curriculum will explore significant phases of the African and African American experiences. This curriculum will be academically rigorous to ensure that learning the facts about Africans and African Americans will facilitate respect, understanding, and appreciation of African Americans in Florida's history and the nation's rich African American heritage and contributions to Florida, the United States and the world.

The Mission

The African and African American History Infusion Curriculum is a means through which the African American experience will be taught. The curriculum will emanate from a culturally diverse perspective, pro-actively utilizing current methodologies and technologies. African men and women have always been a part of the American dream and reality. This is the didactic goal of teaching students about the rich, and abundant heritage of Africans and African Americans will be accomplished.

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The teaching of African and African American History and culture incorporates the contributions, culture and influences of Africans and African Americans in shaping the United States and the world. This curriculum will accurately explain the impact of prejudice, discrimination, and stereotyping, and will describe the historical marker points for Africans and African Americans.

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How will students share their learning?
Build common language
Town halls
Online meetings
Because GB has a wide spectrum of demographics, identify and discuss our diversity as a community.
Share resources that may not be known.

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Civil Rights Memorials
Activism Online
A Bullying Survey

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Community service Projects

https://www.pointsoflight.org/blog/12-service-project-ideas-kids/

www.learningforjustice.org/clasrrom-resources/lessons/art-and-activism

Activism and art activities ( Grades1-2)

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3-5 Lessons that explore Student Value and Beliefs Systems

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3-5 Lessons that explore Student Value and Beliefs Systems

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What is a Hate Crime?
Rethinking "Discovery"
Accessing Access (ADA, civil rights act)

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Diversity

https://www.education.com/lesson-plan/what-is-culture/

https://www.scholastic.com/teachers/articles/teaching-content/holidays-sampler-around-world/

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3-5 Crawling out of the Classroom Blog: Teaching personal narrative by exploring identities and lived experiences

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3-5 Crawling out of the Classroom Blog: Teaching personal narrative by exploring identities and lived experiences

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https://crawlingoutoftheclassroom.wordpress.com/2019/10/29/teaching-personal-narratives-as-a-way-to-explore-identity-and-our-lived-experiences/

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The Culturally Responsive Lessons are available digitally in ConnectED for each grade, K-6, in WondersThese lessons can be found in ConnectED under Resources > Resource Library > Additional Lessons > Culturally Responsive Teaching. You will also find them in the Resource Library under Back to School Resources for Teachers.

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K-2 Ideas for representing all identities

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K-2 Ideas for representing all identities

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Identity

https://classroom.nyicff.org/lesson-plans/identity-grades-k-2/

General Classroom Ideas

Photographs of students and Families posted in classrooms

Images of people from different cultures

Multi-Cultural crayons/ skin toned construction paper

Mirror in the classrooms

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The Culturally Responsive Lessons are available digitally in ConnectED for each grade, K-6, in WondersThese lessons can be found in ConnectED under Resources > Resource Library > Additional Lessons > Culturally Responsive Teaching. You will also find them in the Resource Library under Back to School Resources for Teachers.

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The Culturally Responsive Lessons are available digitally in ConnectED for each grade, K-6, in WondersThese lessons can be found in ConnectED under Resources > Resource Library > Additional Lessons > Culturally Responsive Teaching. You will also find them in the Resource Library under Back to School Resources for Teachers.

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The Culturally Responsive Lessons are available digitally in ConnectED for each grade, K-6, in WondersThese lessons can be found in ConnectED under Resources > Resource Library > Additional Lessons > Culturally Responsive Teaching. You will also find them in the Resource Library under Back to School Resources for Teachers.

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3-5  Form discussion groups, create surveys to monitor biases and see the needs

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3-5  Form discussion groups, create surveys to monitor biases and see the needs

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Great article about how a teenage took action - 

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Great article about how a teenage took action - 

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Good for multiple levels as reading level can be adjusted on newsela

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Newsela | Teen's Diverse Style shoe line tackles perception of white skin as the default shade

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*It's ok to feel different
*Prejudice through Paper Plates
*Me and We: We are all similar and Different

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3-5 ADL Anti-Bias Approach Sample Lesson

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3-5 ADL Anti-Bias Approach Sample Lesson

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https://drive.google.com/file/d/1x0VhJYf6D4qR4nwzow0j_jl1WbJDTGn7/view

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Peace Rose

https://www.pinterest.com/pin/228135537351604163/

https://momtessorilife.com/2019/02/20/the-montessori-peace-rose-how-to-teach-conflict-resolution/

Classroom Norms/Fairness

https://dilworthpta.org/wp-content/uploads/2016/07/Jan-JUSTICE-FAIRNESS-Lesson.pdf

Classroom Circles- The First 10 days

https://www.iirp.edu/images/pdf/RsmGIW_Restorative_Approaches-_First_10_Days_1.pdf

25 Picture books to Promote Kindness, Empathy  and Social Justice

https://www.scholastic.com/teachers/blog-posts/christy-crawford/2017/Picture-Books-to-Promote-Kindness-Empathy-and-Social-Justice/

24 Books that Teach about Social Justice

https://www.weareteachers.com/books-about-social-justice/

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This site has activites that fall under all four strands of student learnings. It has resources for K-12.

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Skip to main content

From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

Not sure where to begin? Get to know our Social Justice Standards, anchor standards and age-appropriate learning outcomes divided into four domains-Identity, Diversity, Justice and Action. The Standards provide a common language and a road map for anti-bias education at every grade level.

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

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Lessons, Units, Articles, Other Resources

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Lessons, Units, Articles, Other Resources

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Here you will find a database of resources that can be used in your class for all subject areas and grade level.

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Black history is central to all of American history, and should be part of a robust teaching curriculum year-round. Alongside the lessons of Black history, it's also critical to honor the resilience, creativity, and vitality of Black people in the face of inequity and violence, past and present. That's why, this year, we're celebrating Black History Month by honoring the themes of Black Agency & Black Joy.

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Black history is central to all of American history, and should be part of a robust teaching curriculum year-round. Alongside the lessons of Black history, it's also critical to honor the resilience, creativity, and vitality of Black people in the face of inequity and violence, past and present.

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Learning for Justice Lesson
https://www.learningforjustice.org/classroom-resources/lessons/quilting-our-diverse-classroom

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Learning For Justice Lesson.
https://www.learningforjustice.org/classroom-resources/lessons/looking-closely-at-ourselves

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This speaks to language and awareness for the adults heading into this work. First step- Know Thy Self

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Welcome to the Guide to Allyship.

Think of this guide as one of many starting points in your journey to become a better ally. This guide isn't meant to be comprehensive nor is it perfect. There are people far more versed than I, who have dedicated their life's work to this sort of education.

In light of recent events and tragedies, I've been hearing the word "ally" a lot. Many people want to be an "ally", and even more people are unable to fulfill the duties allyship requires.

I use the word "ally" loosely because I find it overused and often abused by those who label themselves "allies." Despite its current misuse, using a different word would only cause confusion. As you read through this guide, be aware that your definition of "ally" may not be the same as the definition I'll introduce you to.

What's so special about this guide?

There are many great guides out there, and I acknowledge their existence. What's different about this guide is that it's open source (any one can contribute to it) and it doesn't get into specifics: racism, transphobia, gender discrimination, etc. and that's by design.

This guide can't and shouldn't be everything to you. At some point, you need to take responsibility and further your education. When you're done with the guide, please find ways to learn more.

Finally, this is a resource to help anyone considering allyship better understand the pros and cons of what being an ally entails. Allies understand their role in collaboration with people whose lives are affected daily by systemic oppression.

Don't take the responsibility of being an ally lightly.

In the summer of 2016, someone I considered an ally stood by and watched as I, a Black person, was berated by a racist. To make matters worse, I had a conversation with this person earlier in the day about the power allies can wield in situations of discrimination. But when the time came for them to take action, they were more interested in protecting their comfort.

Upset, I couldn't understand what happened. Did the conversation we had not get through? What didn't they step up? Then it dawned on me:
Saying you're an ally is much easier than actually being an ally. Saying you're an ally looks good on paper, especially if you're never questioned about your inaction.
Many self-defined "allies" wear the phrase and ideology like an article of clothing, easily discarded when it's no longer fashionable to wear.

If only those from marginalized and underinvested communities could cast away the identities marking them as targets with such ease.

I noted before that I used the word "ally" loosely. In fact, I personally no longer use the word. However, I do think it's a good starting place for those learning to be better allies. I also believe there's an opportunity to explore a better definition of the word. The best definition of "ally" (that I've found) comes from author Roxane Gay in her article for Marie Claire, "On Making Black Lives Matter." In it, she notes:

Black people do not need allies. We need people to stand up and take on the problems borne of oppression as their own, without remove or distance.

We need people to do this even if they cannot fully understand what it's like to be oppressed for their race or ethnicity, gender, sexuality, ability, class, religion, or other marker of identity.

We need people to use common sense to figure out how to participate in social justice.

To recap: Being an ally doesn't necessarily mean you fully understand what it feels like to be oppressed. It means you're taking on the struggle as your own.

An individual from an underinvested community cannot easily cast away the weight of their identity (or identities) shaped through oppression on a whim. They carry that weight every single day, for better or for worse. An ally understands that this is a weight that they, too, must be willing to carry and never put down.

Why allies are necessary

Anyone has the potential to be an ally. Allies recognize that though they're not a member of the underinvested and oppressed communities they support, they make a concerted effort to better understand the struggle, every single day.

Because an ally might have more privilege and recognizes said privilege, they are powerful voices alongside oppressed ones.

Being an ally is hard work.

Many would-be allies fear making mistakes that could have them labeled as "-ist" or "-ic" (racist, sexist, transphobic, homophobic, etc). But as an ally, you're also affected by a system of oppression. This means that as an ally, there is much to unlearn and learn-mistakes are expected. You need to own this as fact and should be willing to embrace the daily work of doing better.
As an ally, you need to own your mistakes and be proactive in your education, every day.
If you refuse to acknowledge that your words and actions are inherently shaped and influenced by systemic oppression, you're setting up yourself to fail.

Lack of self-awareness is not a trait of an ally. You'll be complicit in the oppression of those you intend to help. If you choose not to understand this, but label yourself an "ally", you're essentially a wolf in sheep's clothing. You'll find ways to infiltrate vulnerable communities and wield far more power than someone who is outwardly "-ist" or "-ic" because you're "trusted."

Just as society will not change overnight, neither will you. Here are some important do's and don'ts to consider as you learn, grow, and step into the role of an ally.

The Dos

Do be open to listening

Do be aware of your implicit biases

Do your research to learn more about the history of the struggle in which you are participating

Do the inner work to figure out a way to acknowledge how you participate in oppressive systems

Do the outer work and figure out how to change the oppressive systems

Do use your privilege to amplify (digitally and in-person) historically suppressed voices

Do learn how to listen and accept criticism with grace, even if it's uncomfortable

Do the work every day to learn how to be a better ally

The Don'ts

Do not expect to be taught or shown. Take it upon yourself to use the tools around you to learn and answer your questions

Do not participate for the gold medal in the "Oppression Olympics" (you don't need to compare how your struggle is "just as bad as" a marginalized person's)

Do not behave as though you know best

Do not take credit for the labor of those who are marginalized and did the work before you stepped into the picture

Do not assume that every member of an underinvested community feels oppressed

Contributed by Presley Pizzo. Please credit Presley when referencing this section.

While mistakes are to be expected, what's the best way to go about resolving them?

Note: Parts of this section were originally based on Kayla Reed's (@iKaylaReed) tweet sharing her definition of what it means to be an ally. It's another great definition that'll help you follow along with this section!

Imagine your privilege is a heavy boot that keeps you from feeling when you're stepping on someone's feet or they're stepping on yours, while oppressed people have only sandals. If someone says, "ouch! You're stepping on my toes," how do you react?

Because we can think more clearly about stepping on someone's literal toes than we usually do when it comes to oppression, the problems with many common responses are obvious:

Centering yourself: "I can't believe you think I'm a toe-stepper! I'm a good person!"

Denial that others' experiences are different from your own: "I don't mind when people step on my toes."

Derailing: "Some people don't even have toes, why aren't we talking about them instead?"

Refusal to center the impacted: "All toes matter!"

Tone policing: "I'd move my foot if you'd ask me more nicely."

Denial that the problem is fixable: "Toes getting stepped on is a fact of life. You'll be better off when you accept that."

Victim blaming: "You shouldn't have been walking around people with boots!"

Withdrawing: "I thought you wanted my help, but I guess not. I'll just go home."

In reality, most of us naturally know the right way to react when we step on someone's toes, and we can use that to help us learn how to react when we commit microaggressions.

Center the impacted: "Are you okay?"

Listen to their response and learn.

Apologize for the impact, even though you didn't intend it: "I'm sorry!"

Stop the instance: move your foot

Stop the pattern: be careful where you step in the future. When it comes to oppression, we want to actually change the "footwear" to get rid of privilege and oppression (sneakers for all!), but metaphors can only stretch so far!

Reacting in a fair and equitable way isn't about learning arbitrary rules or being a doormat. Rather, it's about restoring and maintaining dignity and respect for everyone involved - both the person who is hurt, and you. Still, it's hard to remember in the moment, because these issues are so charged in our society. As such, it may be helpful to reframe the situation so that you don't feel defensive.

You may have noticed it's easier to handle being corrected about something you didn't know if you're grateful for and even open to the opportunity to learn rather than embarrassed to have been wrong. Being able to let go of your ego is an incredibly important skill to develop.

Try starting with "Thanks for letting me know" to put yourself in a better frame of mind. If after you say that, you need to take some time to think about the situation, that's fine, too. Just remember that this isn't about changing the other person's frame of mind. They're allowed to be upset about being oppressed.

You've made a mistake and you want to apologize. Where do you begin?

What is an apology?

Before you can apologize, you need to know what an apology is.

Apologies are social contracts that hold you accountable. They tell others that you are taking responsibility, are open to the consequences of your actions, and plan to do better in the future.

Bad apologies are performances meant to protect pride and ego. They exist to make the apologizer feel and look good, while defending their intent.

Good apologies are heartfelt acts that let go of pride and ego. They center the pain of the impacted, regardless of the apologizer's intent.

Think of pain as a gradient-it doesn't have to be extreme to have a significant impact. Accidentally misgendering someone can cause them pain. Stepping on someone' toes can cause them pain.

Attributes of a good apology

Apologies aren't a magic fix and won't solve mistakes of the past, but there are a few attributes that make for a good apology.

Timely
Delivered at the right moment in the right place and time.

Consider the context in which you want to apologize and how that might affect not only you but also the person receiving your apology.

Context can include your current mental state (are you feeling defensive? Upset? Nervous? Calm?), the physical space you're in (private or public area), or the apology's medium (phone, online, text message, in person).

Respects boundaries
Given when the person receiving the apology consents to it.

Your desire to give an apology right now doesn't mean that the receiver is ready for it. Some people need space to process, and you should respect that. When they're willing to reconnect, if at all, they may let you know (or they may not).

Self-aware
Know that the act of apology may not lead to the closure you expect.

The apology receiver may choose to never interact with you again. Either after you give an apology or before you give it. You have to find a way to make peace with that. Do not pressure or shame someone into accepting your apology.

One of the greatest gifts we can give ourselves is learning how to create closure within rather than expecting other people to give it to us.

Reflective
Signals that the apologizer is taking full responsibility for their actions.

Apologizing means letting go of your ego to show that you care about someone and want to make things right. Good apologies center the person being apologized to. They also take direct ownership of the actions that caused pain by naming them clearly.

This Guide is open-source, meaning that anyone can contribute. I'm a queer Black femme and my voice should not be the only one shaping this guide.

If you identify as a member of an underinvested community and want to contribute, please submit a pull-request on this GitHub repository.

If you aren't a GitHub user and would still like to contribute, send me an email at guidetoallyship [to] byamelie [dot] co.

This Guide is a labor of love and provided as a shareable resource for you to use. Please make sure to credit back to the site if you decide to use any content here.

And if you've found this Guide helpful, feel free to show your support and buy me a cup of tea.

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An open-source guide for anyone interested in becoming an ally.

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This is probably best for mature middle school and high school.

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A group of black students at Harvard are fed up with the institutional racism they say they have experienced, and are speaking out against it through a commanding photography project on Tumblr.

"Our voices often go unheard on this campus, our experiences are devalued, our presence is questioned," the website says. "This project is our way of speaking back, of claiming this campus, of standing up to say: We are here."

The Tumblr is part of a larger campus campaign that all started with a play written by sophomore Kimiko Matsuda-Lawrence, pictured above.

Matsuda-Lawrence and other members of the Kuumba Singers of Harvard College, Harvard's oldest existing black organization, came up with the idea last year around spring break. She conducted 40 interviews with black students on campus for an independent study last semester; those interviews are the basis of the play, called I, Too, Am Harvard, which will premiere March 7.

She emphasized to BuzzFeed that "I, Too, Am Harvard" is a collective black community project that doesn't yet reflect that experience of all students of color.

"We want to build a larger movement for students of color in general, but this play is for Harvard's Black Arts Festival," Matsuda-Lawrence said. "The project is coming out of the black community on campus."

As part of the campaign, Harvard sophomore Carol Powell, a fellow Kuumba member, photographed 63 black students holding boards with micro-aggressions and racist remarks they have heard on campus. Some chose to write messages to their peers.

Speaking about her own portrait from the photo campaign, Matsuda-Lawrence told BuzzFeed that while walking through Harvard Yard last Friday night with black friends, they were approached by two white males who appeared to be drunk.

"One of them came right up in my face and yelled, 'CAN YOU READ?'" she said. "This confrontation is just one of many instances in which black intelligence is questioned on this campus."

Since the Tumblr launched Saturday night, it has received more than 19,000 page views, and the "I, Too, Am Harvard" team has been contacted by students of color on other campuses, including students from the University of Pennsylvania, who want to launch their own campaign.

"We're part of a nationwide movement of black student activism," Matsuda-Lawrence said. "We haven't started this, but we're hoping we can add to the movement and speak up against racism on college campuses."

The campaign was created in response to an article written by a white student and printed in the Harvard Crimson in November 2012 called " Affirmative Dissatisfaction," which started debates on campus about Harvard's affirmative action policy.

"I felt, and other students felt, that our presence and identity as black students was being de-valued. At the time I was a freshman. We'd just shown up on campus, and we felt like people were saying I wasn't smart enough to be here," Matsuda-Lawrence said. "Everybody was talking about it on campus and it created a lot of racial tension."

"This is our way of speaking back and saying we belong here. We're claiming this campus as our own."

In one interview, a student told Matsuda-Lawrence how hurt she was by the article:

"I read the article, and when she was saying, 'giving black people entrance into schools like Harvard was the same as teaching a blind man to be a pilot' - I read that, and I just cried. My heart ached, you know, I was so excited to be in this place, and they didn't want me here."

"There is a feeling a lot of black students share, which is that even though you got a letter of acceptance, you're never fully accepted on this campus," Matsuda-Lawrence said.

She added that throughout her 40 interviews, she hardly ever mentioned the affirmative action article, yet almost every person brought it up. "That's the effect it had on our campus," she said.

"The administration was silent on the issue," Matsuda-Lawrence said. "They did not come to the aid of students of color on campus, and the voices of black students were not heard in the affirmative action debate."

In another interview, a woman expressed how hard it was for her to feel comfortable in the classroom:

"I'm doing electrical engineering. And electrical engineering is really hard. Like that's all I can say about it. It's really hard. But I just don't want to ask white people for help. Specifically, like if he's white and male... Because I can't have him thinking that I'm this dumb black girl - that I don't deserve to be here."

The play is part of the school's 16th Annual Dr. Walter J. Leonard Black Arts Festival, sponsored by the Kuumba Singers of Harvard College, as well as a number of other institutional organizations.

The "I, Too, Am Harvard" team has invited a number of professors and administrators to the performance, and hopes they will help work to affect change on campus.

"This project has helped us realize that we're not alone," Matsuda-Lawrence said.

"We want to build a movement that can be translated into real institutional change so that black students feel that we belong. The play isn't an end, it's a beginning."

Matsuda-Lawrence said the goal of the "I, Too, Am Harvard" campaign is for the Harvard administrators to take note of the movement and address it directly.

"Our biggest demand would be for the president and administration to issue a public statement in response to the affirmation action article to support students of color, and say why they value diversity on campus."

Harvard did not immediately respond to BuzzFeed's request for comment.

The play premieres Friday, March 7, but today a video teaser was released.

Update - March 4, 8:00 a.m. ET: Jeff Neal, a Harvard official, responded to BuzzFeed's request for comment and commended the work of "I, Too, Am Harvard."

"Harvard College supports all its students in expressing themselves as members of a diverse community of scholars and learners and in their individual and collective efforts to achieve their aspirations at Harvard and beyond," said Neal.

He continued:

With that in mind, we applaud organizers and participants of the "I, too, am Harvard" campaign for working to make their voices heard. This is an important conversation for all Harvard students, and for college students across the nation. All our students belong at Harvard.

Harvard is a strong supporter of a holistic admissions process designed to create a highly talented and diverse student body. The University re-affirmed that position in 2012 when it joined 13 other universities in arguing on behalf of race-conscious admissions policies in a brief submitted tot he Supreme Court in Fisher v. University of Texas at Austin.

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63 Black Harvard Students Share Their Experiences In A Powerful Photo Project

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A group of black students at Harvard are fed up with the institutional racism they say they have experienced, and are speaking out against it through a commanding photography project on Tumblr. "Our voices often go unheard on this campus, our experiences are devalued, our presence is questioned," the website says.

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Anti-Racist Materials -- Secondary

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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This clip is a good example of microagressions. It can be used with older students, staff and community members.

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Black-ish - Dealing with a Microaggressive Colleague

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Lesson Purpose and Book list for K-2

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This can apply to all grade levels and all 4 of the quadrants.

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- Secondary

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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K-2: Text Source for stories and strategy for student discussion and charts. https://www.learningforjustice.org/classroom-resources/teaching-strategies/exploring-texts-through-read-alouds/liberation-literature