# data[].attributes.body
Fairness and Friendship

By Maud

It is mean to treat people unfairly,
Because color is only skin deep,

If people get treated equally,

The world will take a big leap,

For fairness and friendship to occur,

You must reach out to someone new,

Then you can learn about her,

And she can learn about you!

# data[].attributes.headline
Let's Talk! Discussing Race, Racism, and Other Difficult Topics with Students (Teaching Tolerance Guide)

# data[].attributes.subject
Let's Talk! Discussing Race, Racism, and Other Difficult Topics with Students (Teaching Tolerance Guide)

# data[].attributes.body
https://diversebooks.org/

# data[].attributes.headline
Having Conversations on Race with Young Children and their Families

# data[].attributes.subject
Having Conversations on Race with Young Children and their Families

# data[].attributes.attachment_link.readable_text
At the beginning of the year in Ms. Verwayne's kindergarten class, the children are working on an All About Me project. They begin by drawing pictures of themselves based on observations of their reflections in a mirror. Next, the teacher provides them with sentence starters asking them to describe their hair color and texture, their skin color, and their eye color. In this racially and ethnically diverse class, the children learn a variety of vocabulary words they can use to describe these differences.

On the playground after school, some of the parents chat about the project. One White mom, Ellie, tells the other parents that the project made her feel a little uncomfortable. She explains, "Since this is the beginning of the year, shouldn't the kids be doing things that help them see what they have in common, rather than emphasizing their differences?"

Many parents and teachers of young children share Ellie's concern that children should be shielded from learning explicitly about race and racial differences. Adults often worry that introducing these topics too early could be harmful (Husband 2010). Early childhood educators who wish to make space for learning about race and racism in their classrooms may feel unprepared to approach these complex issues (Vittrup 2016). Shaped by their own experiences with issues of race and racism, parents and teachers may hold differing views regarding the appropriateness of teaching about this topic in the early childhood classroom.

Research demonstrates that children's awareness of racial differences and the impact of racism begins quite early (Tatum 2003; Winkler 2009). Multiple studies document the ways that young children take notice of racial differences and note that as early as preschool, children may begin excluding their peers of different races from play and other activities (Winkler 2009). Many argue that creating safe spaces for children to explore these topics is more important than ever, given the current political and cultural climate, where these issues are highly visible (Pitts 2016; Harvey 2017; Poon 2017). As such, parents and teachers have an obligation to teach and learn with children about these critical and complex issues (Delpit 2012; Derman-Sparks, LeeKeenan, & Nimmo 2015; Ramsey 2015). This article documents how one kindergarten teacher, Diandra Verwayne (the second author), worked with the parents in her classroom to grow together in their understandings of the role we all must play in talking with young children about race and racism. Additionally, this piece offers curricular and pedagogical resources for adults who are committed to engaging with young children in this crucial work.

Learning about race and unlearning racism

In her seminal research and writing on this topic, Beverly Daniel Tatum (a former psychology professor and president of Spelman College) has written extensively about the ways in which the unjust structure of racial hierarchy in American society is normalized and transmitted to children from birth (Tatum 2003). In discussing how messages about race-based privilege and oppression are internalized, Tatum provides a powerful metaphor. She explains that in the same way residents who live in highly polluted areas cannot avoid becoming "smog breathers," Americans who are immersed in the structures and practices of white supremacy unwittingly become "racism breathers" (6). Many of us may not realize the degree to which these toxic beliefs shape our perceptions and experiences of the world. Unless we have opportunities to unlearn racism, these messages become absorbed and have consequences.

Schools, in collaboration with families, have an important role to play in fostering young children's positive racial identities.

More recently scholars have documented the negative impact that being subjected to racism has on young children's academic success, as Lisa Delpit (2012) conveys in her aptly titled book chapter, "There Is No Achievement Gap at Birth." These consequences vary depending on our levels of privilege and oppression, which intersect across our diverse identities. Early childhood educators can support the unlearning of racism-and minimize later breathing in of racism-by intentionally teaching about race and related issues. Schools, in collaboration with families, have an important role to play in fostering young children's positive racial identities. Teachers who intentionally plan curricula that affirm children's racial identities have seen the benefits this produces in supporting children's growth and learning across many domains of development (Ladson-Billings 2009; Wright, Counsell, & Tate 2015).

There is often confusion about the difference between racially based bias and racism. Racism is a system of oppression that results from a combination of prejudice and power. This combination produces institutional structures and social practices that deny equity to people based on race. There is a common misconception that biases or prejudices that some people of color hold against White people constitutes "reverse racism." Anyone can hold a bias against people of another race, but only some races are subject to oppressive structures and practices as a result of that bias. To illustrate, consider a comparison to sexism. Some women are biased against men, but this is not "reverse sexism"; only men's biases against women have produced the conditions in which women are subjected to far more sexual harassment and sexual violence than men (Breiding et al. 2014). Similarly, racism has created structures and practices that deny equity and justice to people of color, including, for example, great disparities by race in family wealth. One of the most reliable ways to accumulate and pass on family wealth is through home ownership. Until recently, many Black Americans-including those with high incomes-were unable to buy houses because of redlining, a practice by which banks refused to offer mortgages in predominately Black neighborhoods. This is a key factor explaining why median wealth for White families in the US is about $134,000, while the median wealth for Black families is about $11,000 (Jones 2017). This disparity in family wealth accumulated over several generations and will likely take several more generations to address; meanwhile, it continues to have broad implications for access to opportunity, such as parents' ability to pay their children's college tuition.

For all children to understand that the effects of racism are not the fault of people of color, we need to address these issues early in children's lives. We begin by fostering the positive development of every child's racial identity. This work must be paired with opportunities for young children to learn where and how injustice and inequality operate in our society. When children are armed with this knowledge and these skills, they can begin to disrupt these systems and work toward building a more equitable society for all of us.

Lessons Learned

When planning to implement a curriculum that addresses issues of race and racism, consider the following:

Identify colleagues who are also committed to a racial justice curriculum and work together. Alternatively, seek out communities online to support your teaching practice. Remember, you're not alone!

Anticipate the kinds of concerns or misconceptions that children and families might have, and prepare in advance some strategies for responding.

Recall experiences that have expanded your own thinking about these issues, and consider sharing the story of how your perspective has grown and changed.

Make yourself available, either in person or over the phone, to communicate with families about their perspectives on the curriculum. Email communication can often amplify disagreements, so try to keep communication face to face, if possible.

Model a stance of respectful openness. Even if you disagree, strive to set a tone that maximizes the possibilities for considering different viewpoints.

Recognize that we-children, families, and colleagues- are all on a journey of growth with respect to these issues. Draw upon the ways that you scaffold children's learning in other areas and apply these skills when supporting others' growth.

One teacher's work

Ms. Verwayne teaches kindergarten at a racially and economically diverse public school. Born in Guyana, she moved to the United States at the age of 6 and recalls that when she entered school, she was made to feel like an outsider because of cultural differences. She reported, "When I was in elementary school, I felt like I had to hide my culture so that I could be accepted by the masses. I don't want that to happen within my classroom. I want my kids to be able to recognize who they are." Ms. Verwayne is committed to affirming children's racial and cultural identities throughout the year.

In her planned curriculum, Ms. Verwayne begins by offering learning experiences that allow children to observe and celebrate their unique identities. She also acknowledges the need for teachers to reflect on potential questions and concerns in order to prepare (as much as possible) for unplanned teachable moments. While she knows that some adults may resist addressing topics like identity, race, and racism with young children, she remains committed to the idea that these issues are an essential part of the early childhood curriculum. Musing about this tension, she shared the questions she asks herself as she designs curriculum:

If I do talk about race, will it offend anyone? How do you talk about it in a way that doesn't offend people? . . . I think a lot of teachers will just choose not to address it because if you don't address it, you're not offending anybody. . . . I think this is the problem that we have in our country. . . . We never have an honest, open discussion about race ever.

Considering the current climate in America, where racism and racially motivated violence are visible to adults and children, Ms. Verwayne feels the stakes are too high to ignore this topic in her classroom.

Responding to parents' anxiety

Because Ms. Verwayne is committed to openly and collaboratively addressing these topics, she believes it is important to discuss families' concerns. For this article, two parents whose children were enrolled in Ms. Verwayne's kindergarten classroom were interviewed by Kirsten Cole (the first author) about the curriculum. Fabiola is a Haitian American mother of two. Ellie is a White mother of two. Both mothers' first-born children were in Ms. Verwayne's class.

After moving to the United States at the beginning of kindergarten, Fabiola was frequently the target of racial epithets and other acts of racism. Fabiola described the painful consequences of having internalized these oppressive messages, in large part because as a child she did not have the opportunity to process these experiences with her parents or teachers. As a parent, Fabiola has prioritized giving her children many opportunities to celebrate their racial identity and making space for their questions about race and racism. Nonetheless, Fabiola recognizes the potential for some families, particularly White parents, to feel uncomfortable with such a curriculum. She explained,

I think the teachers have to be prepared to deal with the parents and manage the anxiety of the parents. Because I think instructionally and educationally teachers know that it's important. . . . I strongly believe that the kids can tolerate it. It's the parents that are the hardest to convince.

Given the tendency of some adults to avoid these topics, Fabiola was pleased to discover that Ms. Verwayne made learning about race an integral part of the curriculum.

Ellie, in contrast, expressed some initial resistance to having her daughter participate in open discussions of racial differences. Ellie grew up in the Midwest in mostly racially homogenous environments. As is the experience for many White children, Ellie recalled that race was never discussed. Echoing the "colorblind" view that many White families espouse, Ellie recounted, "I don't think I thought about it much. I always thought, 'Everybody's wonderful. Everybody's the same.'" When her daughter began to attend public school, Ellie and some of the other White parents discussed their concerns about Ms. Verwayne's curriculum. Ellie recalled,

In kindergarten they did a worksheet for social studies about identity. The worksheet asked them to note their physical traits: eye color, skin color, hair color, hair texture, things like that. That was the first time anything like this had come up. I was thinking, "What is this? This is ridiculous. There's no reason that 5-year-olds should be doing this sort of exercise. This is futile. Why should my kid be having to say that she's White?"

In recalling how she felt at the time of this incident, Ellie articulated a stance many White people are raised to adopt: claiming to not see color is the most equitable way to approach teaching and learning about race.

Especially in recent years, many scholars have questioned the presumed benefits of the colorblind approach (Pollock 2005; Husband 2012). As society is not equitable and racial bias does exist, the colorblind approach denies children the validity of their experiences of the world. Because the impact of racial bias is visible, not allowing children to process this injustice is confusing, and it denies them the opportunity to see themselves as agents of change to resist injustice. Colorblindness fails to acknowledge the impact of racism on all people and, further, does not push White people to do the important work of reckoning with the legacy of white supremacy in our lives (Derman-Sparks, Ramsey, & Edwards 2006; DiAngelo 2012).

Ms. Verwayne has a practice of encouraging families to meet with her during weekly parent engagement time. At one such meeting, she asked if anyone had any questions about the curriculum. Ellie responded, "Actually, there was a worksheet that came home, and I don't think this is a useful thing. I think it's really hurtful, because it makes them identify things they haven't even realized about each other." Ms. Verwayne recalled being surprised by Ellie's reaction to the assignment, but she was grateful to have the opportunity to open a dialogue about their different views. She explained, "I needed to understand where that parent was coming from, and that parent needed to understand where I was coming from." For her part, Ellie had the opportunity to hear both Ms. Verwayne's intentions and also other parents' perspectives on the curriculum. Ellie recalled,

Fabiola responded, "Well, as a Black woman, we take a lot of pride in who we are and we want to talk about it a lot." As soon as she said that I realized, "Oh, of course. You're proud of your race. And I am not."

Ellie's reflection on this experience revealed another tension the colorblind view often masks. In naming the root of her discomfort, Ellie illuminated one of many challenges teachers face when doing this work in schools. The false premise of colorblindness is often deployed to obscure the discomfort White people have with confronting ongoing and historical racial oppression and injustice (Harvey 2017). As Fabiola noted in a later interview, "I think it's really detrimental to tell children they don't see what they're seeing and they're not feeling what they just felt-that they can't trust their eyes and they can't trust their gut."

While Ellie had entered the conversation seeking to maintain the colorblind view, she suddenly realized that not speaking about race with children does not protect them. Having had the opportunity to see the issue from another perspective, Ellie reported being transformed. Reflecting on this incident in a later interview, she recalled,

It was just totally eye-opening. It upended me. Ever since then I just thought, there are so many parents of both Black and White kids and kids of every race that need to have those conversations about these differences, and that the differences are good. I realized that it has to be talked about.

This transformation-this "upending"-would not have been possible had Ms. Verwayne not opened this potentially challenging dialogue with families.

Particularly in early childhood, it is essential to build trusting and respectful relationships with families. Not all families will be receptive to a curriculum that addresses these issues, nor will all families be as open to being transformed in their thinking, as Ellie was. Ellie remarked, "What I really appreciate about Ms. Verwayne is her openness and respect for different viewpoints. Whenever I have had a concern, she has always been willing to talk and listen to my position with great interest and care." For early childhood teachers seeking to do the critical work of teaching about race and racism, it is important to be prepared to address parents' myriad responses, including being ready and willing to create space for conversations many of us have been taught to avoid. While some families may never be open to a new way of thinking, teachers who model this openness will set the tone for approaching disagreements respectfully. As Fabiola noted, the hesitation that many White parents have stems from adults' issues rather than any difficulty children may have in exploring the topic (DiAngelo 2012). She mused,

It's not a scary thing. It may be uncomfortable, but it's a good thing to be having this conversation at this stage. And it was fine. We pass on these anxieties to our kids. The more anxious we are in talking about it, the more anxious they feel. They think that there's something wrong with what they're saying.

It may be surprising that children are ready for us to facilitate these learning opportunities. As parents and teachers, it is critical that we make ourselves ready for planned and unplanned opportunities to learn about race and racism.

Following children's leads

As with the curriculum that sparked the previous discussions, teaching and learning about race should begin with children's observations. Children notice differences and need to feel safe and supported in asking questions about what they notice. Fabiola explained that her daughter's learning about race "has been very child directed. . . . If she asks a question, more times than not it's just an observation of something. So I acknowledge the fact that she's absolutely right. She's noticing differences." Ms. Verwayne concurred; she likes to follow children's leads and design projects, activities, and read-alouds that emerge from their questions and concerns. She emphasized that children's innate sense of justice and fairness creates opportunities for them to wrestle with these questions. She explained, "Their questions mean that they're seeking an answer about this topic. And they have a lot of curiosity and wondering, and they need a way to figure out that answer." As with other inquiry-based learning experiences, a curriculum that emerges from the children's process of making sense of the world often yields the most engaging opportunities for learning.

While some of children's observations and questions about racial differences may be straightforward, at times children echo harmful biases they have heard elsewhere. Ms. Verwayne recalled an afternoon when her class returned from lunch in a state of distress. One of her students, an African American girl, had told another child, "I don't like White people." At the time, the nightly news was full of reporting about police brutality against African Americans, so Ms. Verwayne suspected that the child was repeating something she had overheard an adult say. Though math was on the schedule for the afternoon, Ms. Verwayne asked the children to join her in a circle on the rug. Drawing upon strategies she had learned in Responsive Classroom workshops, she reminded the children of their classroom norms that create space for each child's voice. She reminded the children to use accountable talk grounded in their experiences and to listen to each other with care. As they shared their feelings about what had happened at lunch, Ms. Verwayne prompted them to reflect on the sense of community and friendship they had cultivated together in class. They concluded that, while some people of any race may "not always be nice," we cannot draw conclusions about a whole race based on the actions of individuals.

Planning for learning through children's literature

For parents and teachers wishing to open a dialogue about racial identity and racism, children's literature provides an excellent starting point. Well-written children's literature allows children to identify with and develop empathy for characters, particularly those that may be different from themselves. Stocking the classroom library with children's books that represent a diversity of experiences is essential. Providing books that allow children to see themselves in the pages offers the kind of high-interest materials that support children's early literacy (Klefstad & Martinez 2013). Especially when children are beginning to do the challenging work of learning to read, it is important for them to be able to select books that allow them to feel a connection to the content. If children do not see their lives and interests reflected in the books in your library, they may feel that reading is not for them.

Stocking Your Library with Equitable and Inclusive Children's Titles

For teachers seeking to foster an appreciation of difference and empathy, it is especially important to have a classroom library that represents a range of characters and experiences. Great children's books allow us to get inside the protagonists' experiences. Fortunately, excellent resources exist to guide teachers and families in creating such libraries (see "Stocking Your Library with Equitable and Inclusive Children's Titles" above). The classroom library can offer a child-friendly opening to learn about important histories and to celebrate the accomplishments of seminal figures in the fight for racial equality. However, be sure to provide a balance and to also include books that represent diverse characters engaged in ordinary, everyday experiences.

Once you develop a classroom library that addresses issues of race and racism from many perspectives, prepare yourself to respond to children's questions as they arise. Ms. Verwayne recalled that when reading about the life of Dr. Martin Luther King Jr., her children wanted to know more. When the book addressed the topic of segregation, they asked, "But why would people do that?!?" Ms. Verwayne was glad that she had anticipated these questions and was able to provide context by talking about Jim Crow and how it institutionalized racial bias and made it the law of the land.

Developing strategies for responding to teachable moments

In addition to planning a curriculum that addresses issues of race and racism, Ms. Verwayne described how she often needed to think on her feet in responding to children's natural curiosity about race and difference. Many teachers may have a desire to address these topics but feel unprepared to respond when the issues arise in their classrooms. Teachers need resources and support to develop the tools to do this work skillfully and thoughtfully. Ms. Verwayne argued that this includes trusting teachers to think on their feet and to ground their responses in the deep knowledge they have of their classroom communities. She noted,

Some people definitely do not want to discuss issues of race and difference at all. They think it's best to sweep it under the rug and just act like it doesn't exist. That's the safest space to be in. But is it the right space to be in, knowing the times that we're in? I think we need to give teachers the leeway to be unconventional and try different ways to address this.

In an era when many educational reforms have argued for standardization and "teacher proofing" the curriculum, the work of responding to complex issues requires that we give teachers the training and time to reflect on and discuss them, and also trust teachers to write their own script when teachable moments arise.

As described earlier, Ms. Verwayne uses protocols and practices offered by the Responsive Classroom to facilitate a complex conversation about racial bias. By developing these routines, Ms. Verwayne asks the children to join her in taking ownership of creating the kind of classroom in which they all feel included. These pedagogical strategies are supported by the content of her social studies curriculum, which explores the meaning of community.

A number of organizations have created forums for the exchange of social justice curriculum ideas (see "Preparing for and Responding to Teachable Moments" below). Responding to teachable moments is never one size fits all; but resources that provide candid and thoughtful sharing of teacher knowledge can provide teachers with models of practices and strategies. Even pedagogical models that do not explicitly address race and racism, such as the practices offered by the Responsive Classroom, can be adapted to create a framework for talking about race in the classroom. Whatever the approach, we must acknowledge the need to offer these kinds of curricular and pedagogical strategies to teachers throughout their professional development experiences.

Preparing for and Responding to Teachable Moments

Committing to teaching for equity and justice

This article, along with the suggested resources, provides a starting point for teachers and families seeking to do the important work of supporting young children's learning and understanding about race and racism. As Ms. Verwayne's experiences illustrate, this work is both challenging and essential. Concluding her reflections on her own experiences with Ms. Verwayne's kindergarten, Ellie emphasized, "In a school where you don't have the kind of diversity we have, it might be even more important." As we prepare young children to be members of the human family, we must offer them opportunities to celebrate all aspects of their identities and to resist bias and oppression. In the field of early childhood education, we spend much of our time and energy nurturing children's capacity for kindness and respect. Helping children see the role they have to play in fostering equality and inclusion through racial justice is a critical piece of this project.

References

Breiding, M.J., S.G. Smith, K.C. Basile, M.L. Walters, J. Chen, & M.T. Merrick. 2014. "Prevalence and Characteristics of Sexual Violence, Stalking, and Intimate Partner Violence Victimization-National Intimate Partner and Sexual Violence Survey, United States, 2011." Morbidity and Mortality Weekly Report: Surveillance Summaries 63 (8): 1-18. www.cdc.gov/mmwr/preview/mmwrhtml/ss6308a1.htm.

Delpit, L. 2012. "Multiplication Is for White People": Raising Expectations for Other People's Children. New York: The New Press.

Derman-Sparks, L., D. LeeKeenan, & J. Nimmo. 2015. Leading Anti-Bias Early Childhood Programs: A Guide for Change. New York: Teachers College Press; Washington, DC: National Association for the Education of Young Children (NAEYC).

Derman-Sparks, L., P.G. Ramsey, & J.O. Edwards. 2006. What If All the Kids Are White? Anti-Bias Multicultural Education with Young Children and Families. New York: Teachers College Press.

DiAngelo, R. 2012. "What Makes Racism So Hard for Whites to See?" Chap. 10 in What Does It Mean to Be White? Developing White Racial Literacy, 167-89. New York: Peter Lang.

Harvey, J. 2017. "Are We Raising Racists?" Opinion, New York Times, March 14. www.nytimes.com/2017/03/14/opinion/are-we-raising-racists.html.

Husband, T. 2010. "He's Too Young to Learn About That Stuff: Anti-Racist Pedagogy and Early Childhood Social Studies." Social Studies Research and Practice 5(2): 61-75.

Husband, T. 2012. "'I Don't See Color': Challenging Assumptions about Discussing Race with Young Children." Early Childhood Education Journal 39 (6): 365-71.

Jones, J. "The Racial Wealth Gap: How African-Americans Have Been Shortchanged Out of the Materials to Build Wealth." Working Economics Blog, Economic Policy Institute, February 13, 2017. www.epi.org/blog/the-racial-wealth-gap-how-african-americans-have-been-s....

Klefstad, J.M., & K.C. Martinez. 2013. "Promoting Young Children's Cultural Awareness and Appreciation Through Multicultural Books." Young Children 68 (5): 74-81.

Ladson-Billings, G. 2009. The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. San Francisco: Jossey-Bass.

Pitts, J. 2016. "Don't Say Nothing." Teaching Tolerance,no. 54. www.tolerance.org/magazine/tt54-fall-2016/feature/dont-say-nothing.

Pollock, M. 2005. Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press.

Poon, O. 2017. "Our Schools Need to Teach a Fourth 'R': Racial Literacy." Rewire. https://rewire.news/article/2017/03/01/schools-need-teach-fourth-r-racial-literacy/.

Ramsey, P.G. 2015. Teaching and Learning in a Diverse World: Multicultural Education for Young Children. 4th ed. New York: Teachers College Press.

Tatum, B.D. 2003. "Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race. Rev. ed. New York: Basic Books.

Vittrup, B. 2016. "Early Childhood Teachers' Approaches to Multicultural Education and Perceived Barriers to Disseminating Anti-Bias Messages." Multicultural Education 23 (3-4): 37-41.

Winkler, E.N. 2009. "Children Are Not Colorblind: How Young Children Learn Race." PACE: Practical Approaches for Continuing Education 3 (3): 1-8.

Wright, B.L., S.L. Counsell, & S.L. Tate. 2015. "'We're Many Members, but One Body': Fostering a Healthy Self-Identity and Agency in African American Boys." Young Children 70(3): 24-31.

# data[].attributes.attachment_link.title
Becoming Upended: Teaching and Learning about Race and Racism with Young Children and Their Families

# data[].attributes.attachment_link.description
This article, along with the suggested resources, provides a starting point for teachers and families seeking to do the important work of supporting young children's learning and understanding about race and racism.

# data[].attributes.body
We already have access to BrainPop!

# data[].attributes.attachment_link.readable_text
Updated 06/29/2020: We hope that our new Black Lives Matter Protests movie inspires action, opening the door to challenging and essential conversations at home and in the classroom.
As a teacher, parent, or caregiver, you may be at a loss for words right now. But silence is not an option. Racism thrives in silence, and having open and honest conversations with kids is crucial, even at a very early age.

It's important to acknowledge that children see racial identity and skin color. When we acknowledge identity-and encourage kids to take pride in their diversity and respect the diversity of others-we empower them to stand up to racial injustice. Talking about these issues with children also allows us to open the door to how they can disrupt inequality and combat systemic racism.

If you're at a loss for words or struggling with how to begin, you can start a conversation by asking, "Do you have any questions about why people are protesting?"

Black lives matter, and BrainPOP is committed to combating racism by creating antiracist content that examines the long and painful history of race in America. By doing so, we hope to help children understand the root causes of racism that we continue to encounter today, and empower them to dismantle it.

We want to know what's on your kids' minds. Please use this anonymous survey to share their questions and thoughts with us, which will help inform our ongoing content development efforts.

BrainPOP is committed to combating racism by creating content that examines the long and painful history of race in America.

Below you will find a list of BrainPOP topics, recommended by grade level, to help you engage in these difficult but essential conversations. Recognizing that we have an obligation to use our platform to examine and teach about these important issues, we commit to producing additional content that develops and supports antiracist learning and growth.

In the meantime, we have made the following resources FREE to access.

For Kindergarten-Grade 3

Profiles in Activism

For Grades 4+

Institutionalized Racism and the Fight Against It
Discussion Prompts Discussion Prompts
Profiles in Activism

Ressources en français

# data[].attributes.attachment_link.title
Free Resources for Supporting Antiracist Education - BrainPOP

# data[].attributes.attachment_link.description
Updated 06/29/2020: We hope that our new Black Lives Matter Protests movie inspires action, opening the door to challenging and essential conversations at home and in the classroom. As a teacher, parent, or caregiver, you may be at a loss for words right now. But silence is not an option.

# data[].attributes.headline
PBS LearningMedia: Tools for Anti-Racist Teaching

# data[].attributes.subject
PBS LearningMedia: Tools for Anti-Racist Teaching

# data[].attributes.attachment_link.title
Episode 1: Tools for Anti-Racist Teaching

# data[].attributes.headline
Teaching for Change: Anti-Bias Education

# data[].attributes.subject
Teaching for Change: Anti-Bias Education

# data[].attributes.attachment_link.readable_text
Anti-bias curriculum is an approach to early childhood education that sets forth values-based principles and methodology in support of respecting and embracing differences and acting against bias and unfairness. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overarching goal is creating a climate of positive self and group identity development, through which every child will achieve her or his fullest potential.

The book, Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards, offers practical guidance to early childhood educators (including parents) for confronting and eliminating barriers of prejudice, misinformation, and bias about specific aspects of personal and social identity; most importantly, it includes tips for adults and children to respect each other, themselves, and all people. Below you will find recommended books for young children, teachers, and parents for each chapter as well as additional resources on anti-bias themes and topics.

Readers may also be interested in Freedom Reads: Anti-Bias Book Talk, our new video series for parents, caregivers, and educators, available at SocialJusticeBooks.org.

Books

Recommended booklists that accompany the best selling NAEYC (National Association for the Education of Young Children) publication Anti-Bias Education for Young Children and Ourselves.

Articles

Article Collections
Available in English and Spanish
DC Educators for Social Justice

Teaching for Change has launched a new initiative to help build and nurture a network of social justice educators in the D.C. metro area.

We have been inspired by the work of NYCORE, Teachers for Social Justice, NW Teachers for Social Justice, and more across the country. There are many social justice educators in the D.C. area, and we are long overdue for a network to offer support, engagement, and learning opportunities. Learn more.

Film

This companion film to the book Anti-Bias Education for Young Children and Ourselves is available for free viewing on Youtube.

# data[].attributes.attachment_link.title
Anti-Bias Education - Teaching for Change

# data[].attributes.attachment_link.description
Anti-bias curriculum is an approach to early childhood education that sets forth values-based principles and methodology in support of respecting and embracing differences and acting against bias and unfairness. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overarching goal is creating a climate of positive self and group identity ...

# data[].attributes.body
Radical Dharma: Talking Race, Love, and Liberation

# data[].attributes.attachment_link.title
Radical Dharma: Talking Race, Love and Liberation

# data[].attributes.body
Local authors-The couple Deja is a nanny for wrote this book.

# data[].attributes.headline
26 mini-films exploring Race, Identity, and with students

# data[].attributes.subject
26 mini-films exploring Race, Identity, and with students

# data[].attributes.attachment_link.readable_text
* A Conversation With My Black Son (5 min.)
* A Conversation About Growing Up Black (5 min.)
* A Conversation With White People on Race (5 min.)
* A Conversation With Police on Race (7 min.)
* A Conversation With Black Women on Race (6 min.)
* A Conversation With Latinos on Race (7 min.)
* A Conversation With Asian-Americans on Race (7 min.)

Who, Me, Biased? - This series takes a closer look at the unfair effects of our subconscious.

* Peanut Butter, Jelly and Racism (2 min.)
* Check Our Bias to Wreck Our Bias (3 min.)
* The Life-Changing Magic of Hanging Out (2 min.)
* Why We're Awkward (3 min.)
* Snacks and Punishment (2 min.)
* High Heels, Violins and a Warning (1 min.)

Confronting Racist Objects - Millions of racist objects sit in the homes of everyday Americans. What is their place today? This series features stories about reconciling, reclaiming and reinterpreting racist objects.

* The Collector "We Are Not That" (2 min.)
* The Activist "They Think We're Just Historical" (3 min.)
* The Seller "It's Weird to Me, but It Sells" (2 min.)

Hyphen Nation - What makes someone American? How do you define American identity? In these films, nine American citizens describe their struggle to belong in a nation that both embraces and rejects them.

* Mallika (2 min.)
* Jason (2 min.)
* Amanda (1 min.)
* Roy (1 min.)
* Russell (2 min.)
* Wendy (1 min.)
* Ayman (2 min.)
* Armando (2 min.)
* Michaela (2 min.)

The latter three series were produced in collaboration with " POV," television's "longest-running showcase for independent non-fiction films." For more educational resources from "POV," visit its website.
__________ Teaching Idea #1: Ask Open-Ended Questions for Reflection and Discussion
Sometimes the best way to prompt reflection and discussion after watching a film is simply to let students share their personal reactions. The four open-ended questions we use in our weekly Film Club are intended to encourage thoughtful and honest dialogue. Students might write a response first, or meet in partners or small groups before discussing with the class as a whole.

* What moments in this film stood out for you? Why?
* Were there any surprises? Anything that challenged what you know - or thought you knew?
* What messages, emotions or ideas will you take away from this film? Why?
* What questions do you still have?

While students watch the film, they can take notes using our Film Club Double-Entry Journal (PDF) to help remember specific moments.
Teaching Idea #2: Offer Students Choice
Different film topics might appeal to different students and classes. If you plan to watch one or more of these films as a class, you can do a quick survey to decide which film in a series to watch. Or, if students are watching on tablets or laptops, you can let them decide individually or as small groups which film or films they'll watch.

If students do end up watching different films, you can have them share their observations and reflections with the rest of the class in a jigsaw activity or class share.
Teaching Idea #3: Go Further With Short Activities
These 25 films raise all sorts of questions about how we see other people, how they see us, and even how we see ourselves.

Extending classroom discussions with formal activities can help push the conversation forward and help students draw connections between their own lives and the ideas expressed in these films. Here are just a few possibilities that can be used before, between or after watching.

* Identity Charts - graphic tools that help students consider the many factors that shape who we are as individuals and as communities (from Facing History and Ourselves)
* Write a biopoem or a "Where I'm From" poem - poetic formats that emphasize how personal experiences shape identities. (from Facing History and Ourselves)
* Checking on Stereotypes - an activity in which students identify stereotypes they've experienced or heard and share specific ways to break down these preconceptions (from Teaching Tolerance).

In addition, specific films might lend themselves to particular activities. You might want to pair Project Implicit's Implicit Bias Test, a test designed to measure unconscious bias, with the series " Who, Me, Biased? "

Or, you can match the film " They Think We're Just Historical" with our Student Opinion question, " Is It Offensive for Sports Teams to Use Native American Names and Mascots? "
Teaching Idea #4: Pair with Short Readings
Short readings that provide additional perspectives or entry points for exploring issues of race, bias and identity can also deepen the conversation. We selected the following from Facing History and Ourselves' collection of resources:

* "Little Things Are Big" by Jesús Colón (also used in our Text to Text lesson plan)
* "The Bear That Wasn't," an illustrated children's book by Frank Tashlin
* "The Danger of a Single Story" by Chimamanda Adichie
* "Orientation Day", a short personal essay by a 17-year-old student, Jennifer Wang
* Defining Race, short readings about "race" as a shifting social construct
* The Blink of an Eye, short readings about unconscious or implicit bias
* Words Matter, an interview with Niin, an Anishinaabe woman of both Cree and Ojibway descent
* The 'In' Group, a reflection by Eve Shalen, a high-school student
* Street Calculus, a cartoon by Garry Trudeau

For most of these readings, Facing History provides connection questions or even a related lesson plan.
Teaching Idea #5: Take Action
These films naturally raise questions about the daily choices we make, consciously or unconsciously, to treat others with respect and dignity. They also push us to think about the lengths we should go to as schools, communities, a nation and as a world to make sure that all people are treated fairly - so, as Dr. Martin Luther King Jr. stated, people "will not be judged by the color of their skin but by the content of their character."

Students can brainstorm:

* What can we do in our individual lives to make sure others are treated with respect and dignity, and not based on stereotypes and prejudice?

* What can we do as a class or as a school to make sure our community is welcoming of people from different backgrounds - different races, ethnicities, religions, disabilities, gender and sexual orientations?

* And what about as city, state, nation or world? What can we do to make a difference in promoting equality and understanding across divides and in the face of intolerance?

Then, as individuals or as a class, students can come up with their own plans of action to challenge stereotypes and fight against discrimination.

# data[].attributes.attachment_link.title
25 Mini-Films for Exploring Race, Bias and Identity With Students

# data[].attributes.attachment_link.description
A Conversation With My Black Son (5 min.)* A Conversation About Growing Up Black (5 min.)* A Conversation With White People on Race (5 min.)* A Conversation With Police on Race (7 min.)* A Conversation With Black Women on Race (6 min.)* A Conversation With Latinos on Race (7 min.)* A Conversation With Asian-Americans on Race (7 min.)

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Mellody Hobson: Color blind or color brave?

# data[].attributes.attachment_link.description
The subject of race can be very touchy. As finance executive Mellody Hobson says, it's a "conversational third rail." But, she says, that's exactly why we need to start talking about it. In this engaging, persuasive talk, Hobson makes the case that speaking openly about race - and particularly about diversity in hiring -- makes for better businesses and a better society.

# data[].attributes.body
Numerous tests for different topics and groups.

# data[].attributes.headline
Racial Equity clubs, organizations, activities etc...

# data[].attributes.subject
Racial Equity clubs, organizations, activities etc...

# data[].attributes.body
Would our students be interested in heading extracurricular activities around racial equity?

# data[].attributes.attachment_link.readable_text
A Racial Justice Alliance (RJA) is a student-run club, typically in a high school or middle school, which provides a safe place for students to meet, support each other, talk about issues related to racism and racial justice.

You may already have an RJA in your school in the form of a Student Diversity Club, a Multicultural Student Group, or maybe a class or advisory dedicated to issues of racial justice. If you already have an RJA, we're here to support you, share resources together, and connect you to a larger network of RJAs around the state.

There are three typical functions of an RJA:
Activist, Support and Social.

RJAs Take Action to Create Change

RJAs work on educating themselves and the broader school community about racial justice. They may bring in outside speakers to cover a particular topic such as history. They may organize awareness events and offer a series of educational workshops, panels, and celebrations. Some RJAs organize a "Teach the Teachers" staff development day, which focuses on teaching school staff how to be better allies for students of color. There are many other types of educational and activist events that RJAs can do.

RJAs Provide Support

Many RJAs function as a support group and provide safety and confidentiality to students who are exploring the topic of systemic racism or those who are experiencing harassment at school because of their actual or perceived race, ethnicity or national origin. These groups often provide one of the few safe spaces for students to express themselves.

RJAs Build Community

RJAs are also social groups. They provide a sense of community and a space for youth of color and white allies to build a social network where their identities are respected. Lots of RJAs organize barbecues or movie nights, organize field trips to a local events, and attend conferences together. RJAs are a great way to build community at your school and lessen the isolation that students of color might otherwise experience.

Aren't Ready to Start an RJA yet?

# data[].attributes.attachment_link.description
A Racial Justice Alliance (RJA) is a student-run club, typically in a high school or middle school, which provides a safe place for students to meet, support each other, talk about issues related to racism and racial justice.

# data[].attributes.body
Amazing series. I recommen

# data[].attributes.attachment_link.description
Get 25% OFF Add 3 or more books to your cart to get 25% OFF and Free Domestic Shipping at checkout!

# data[].attributes.headline
SWWFS Self-Reflection & Education Resource List

# data[].attributes.subject
SWWFS Self-Reflection & Education Resource List

# data[].attributes.body
Places to start!

# data[].attributes.attachment_link.title
SWWFS Self-Reflection & Education Resource List