# data[].attributes.attachment_link.readable_text
A week ago, people were out having a good time, enjoying their lives, celebrating community, and never thinking that in a short time their lives would be over.

As we mark one week from the unimaginable violence in Orlando-the murders of 49 innocent people with over 50 people seriously injured-it's worth reflecting on how survivors absorb unspeakable losses and how the public, as witnesses, can cope with what happened. Violent attacks terrify all of us by their randomness, the unexpected location, and the human toll.

We work with schools, and so we especially think about the teachers, administrators, staff, and parents who are in a position to talk with children about what happened, a conversation that is necessary since the event is all over the news and in surrounding discussions.

Our work has shown us that it is important that adults grapple with their own feelings first-fear, anxiety, and more-before entering conversations with children.

If you're a teacher or a parent, your kids will count on you to do this emotional work. For the child's sake, you need to be able to think clearly, demonstrate calm, and model the courage to respond to the tough questions. A little like putting your own oxygen masks on first, this focus on calming yourself allows you to feel into the right timing for, and the right opening into, the emotionally difficult conversations. It's okay to allow, even make peace with, the discomfort of uncertainty-after all, the reality is that there are unanswerable questions and a frustrating lack of progress to solutions. In short, managing, rather than suppressing your feelings, allows you to reach out compassionately to others.

How, exactly, to do this is neither obvious nor easy, especially since we adults are often set in our emotional ways. The RULER skills we teach at the Center-Recognizing, Understanding, Labeling, Expressing, and Regulating emotions-can show a way that adults and children alike can cope with the aftermath of violence.

Here are some RULER-based suggestions for teachers:

Feel your feelings. During a traumatic event, not feeling your feelings is fine-and often necessary. When we feel threatened, the brain prepares us for action (to fight, flee, or freeze), with the result that survival responses trump feelings and thinking which only kick in later. This feeling of shock can leave you feeling numb and temporarily "frozen." But gradually, emotions will thaw and surface. You might not even connect with them right away but only notice them as they affect your actions-for example, you notice that you're suddenly hesitant to go to crowed public places because of fear of another event. Allow the feelings before rushing to action. Be aware of them. Give yourself permission and a lot of space to experience them. The irony about feelings is that when we connect with them, they have their own life, their own timeline, and pace of metabolizing and moving. But if we suppress or minimize them, they will not be ignored, and they can slow down the healing, create wrong decisions, or even show up as physical symptoms. Everyone has a different timeline-people's responses to trauma and grief vary widely, so you might feel anything at any time, including intrusive grief that pops up at random times in unexpected situations. That's normal, too.

Consider regulating them. Once your feelings are in focus, you may decide how you want to respond to them-this is bringing the thinking part of the brain to your feelings. Your response may be to do nothing about the feelings...you may sense they need more time and space or they are too raw. Or, because of need or life circumstances, you have to move the feelings a bit. Then it's time to employ any number of strategies depending on what you want: Perhaps a calming, soothing gesture like connecting to a kindred spirit is what will feel good. Or finding a good place to mourn and grieve. Or putting on some music that nudges you just a little bit. Or reflecting in contemplation or prayer. Gentle self-talk can be helpful, like " I've got this, I can do this;" "This is a horrific moment but we will get past it;" "I am in the thick of it now, but I will know how to take care of myself later." Or an active strategy like taking a walk, or a run, or getting busy and being productive, might feel good. Or you might channel strong feelings like anger, outrage and disbelief into a letter to your congressperson or into political action. Whatever you choose, the important thing is that you are conscious of the choice you are making. You're not denying your true feelings, simply helping them to balance or move in new or constructive directions.

Don't go it alone. For many of us, talking to other people about feelings is hard, but the risk can be well worth it. Human beings are inherently social creatures, and our feelings are meant to be shared-in fact keeping them in can be harmful to your health. So talk to someone you trust, someone who can truly listen to and validate your feelings. Some schools or communities organize group conversations and these are often well worth taking part in.

Soothe your own feelings and those of the people around you. For maximum resilience, your brain needs periods of positive neurochemistry. So each day, pick at least one soothing activity-a hot bath, a crossword puzzle, a session with a sketchbook or a journal-that eases you into a physiological relaxation response. And do something soothing for your friends and your students each day, too. Gifts of compassion heal the giver as well.

Give gratitude for your life. In the wake of tragedy, make room for your sadness at the loss of life, your anger at the injustice of innocent deaths and the laws that allow assault weapons on the street. But also make room for gratitude: Gratitude for your life, your chance to have a tomorrow, your chance to hug the person you love. Gratitude that there are so many good people that pour into the streets, clinics, and homes of the hurt and bereaved. Gratitude that you can take a minute of silence for the beautiful souls who lost their lives.

When you are a teacher or a parent who has the privilege to care for young children, remember that it is your feelings and emotional state that the children will tune into, even more than your words. Your caring presence, your genuinely calm countenance, is what will help a child's nervous system settle and organize in the best possible way. When you can create that kind of connection, you are already making a positive contribution to a better future.

And that's something to be grateful for.

Robin Stern

Diana Divecha

# data[].attributes.attachment_link.title
How Can Adults Help Children in the Aftermath of Violence? A RULER Approach - Yale Center for Emotional Intelligence

# data[].attributes.attachment_link.description
A week ago, people were out having a good time, enjoying their lives, celebrating community, and never thinking that in a short time their lives would be over. As we mark one week from the unimaginable violence in Orlando-the murders of 49 innocent people with over 50 people seriously injured-it's worth reflecting on how survivors ...

# data[].attributes.attachment_link.title
How to Talk to Kids About Violence, Crime, and War

# data[].attributes.attachment_link.description
Exposure to graphic images, distressing information, and horrific headlines can affect kids' overall well-being. Advice from Common Sense Media editors.

# data[].attributes.attachment_link.readable_text
"You have a right to your opinions," U.S. government teacher Kathy Durham tells her seniors on a chilly morning here at West Wendover Junior Senior High School. "As long as you can back up and justify why you feel the way you feel, be proud of it. Own it."

It's a First Amendment reminder at the beginning of what's actually a lesson on the Second Amendment-the right to bear arms, and one of the most controversial topics in American civic life, let alone the classroom.

Over the course of two class periods, Durham's students will be presenting, analyzing, and synthesizing mock gun legislation. They can propose sweeping gun-control measures or advocate leaving gun ownership completely unregulated. But they will have to root their ideas in the historical and legal precedents they've been studying for the past week, and she insists that they maintain the tenets of civil discourse.

"It's really easy to behave badly," she says, noting the tenor of Twitter debates. "So I want you to have these conversations in a civil manner, so that instead of pushing each other apart, we can maybe grow closer together."

Probably never in history has there been a time at which teaching about the right to bear arms has been more politically difficult-or emotionally painful.

The slaughter in Parkland, Fla., which killed 17 people, most of them children, hovers like a gray cloud over the topic, with the echoes of Sandy Hook and Columbine not far behind. And it comes as gun regulation has returned to the upper tier of divisive political topics currently under debate.

If that weren't enough, the powerful gun lobby has made clear its displeasure about teaching interpretations of the Second Amendment that don't accord with its own. In a speech last month to the Conservative Political Action Conference, CEO of the National Rifle Association, Wayne LaPierre, said that in too many classrooms, "the Second Amendment freedom in this country is despised."

The resulting fear of complaints from parents, administrators, and communities means that the crucial topic is often taught out of context, minimized, or avoided altogether in civics class, education scholars say.

"My sense is that it's very ahistorical, or it's caught in the lens of 'in the beginnings of our nation,' or looped into larger studies of the Constitution," said Marc Brasof, an assistant professor of education at Arcadia University, in Glenside, Pa., who has helped develop civics curricula. "My other sense is that little if anything is discussed about its evolution in terms of the legal expansion and contraction of rights-plus students' current experience, based on what region of the country they're living in."

That last point is key. Similar to pickup trucks, smoking, and Friday night football, guns carry a specific cultural value in many communities.

West Wendover's industry is service-oriented, dominated by the town's five casinos. Most of the students here are Latino, and the town skews Democratic. Yet it sits in one of the most conservative counties in Nevada, and like many communities in rural areas, guns are woven into the fabric of life. A pawn shop on the main street into town advertises guns alongside watches and gold. And opinions about guns here cross political boundaries.

"People may vote Democrat, but there's definitely a 'nobody better put their damn hands on my guns' kind of thinking," said Daniel Corona, West Wendover's mayor and a former student of Durham's.

Students, too, have different levels of experience with guns. One young woman in Durham's class noted that she has gone hunting with her family for years. A young man remarked that one of his cousins is violent, and the cousin's father has refused to have a gun in the house.

Durham was aware of all those sensitivities going into this lesson, delivered just a week before the National School Walkout; she will be careful to keep her own opinions out of the classroom and, instead, focus squarely on facilitating discussion. Still, she ran the idea for today's lesson past administrators and says that this type of teaching is difficult to do under micromanagement.

"I have complete faith that she'll present both sides of an argument," said Craig Kyllonen, the principal at West Wendover, about Durham's teaching. "I'll be honest; there are other teachers who might approach me [with a similar idea], and I'd think, 'Hmmm.' "

If 18-year-olds can't buy alcohol, they shouldn't be able to buy a gun."

It's one student's proposal, which has prompted the first group of students to focus on one of the most basic questions in the gun-control debate: Is 18, the federal minimum age at which people can purchase a shotgun or rifle from a licensed dealer, too young?

Most of the students agree that it is, but their opinions soon fragment. Several propose moving the age to 21, to align it with the age at which one can buy a handgun from a licensed dealer. Some are holding out for a higher age.

"You should be the age of 25, because at that age, you're more mature," one young woman says.

But that doesn't sit well with Eduardo Perez, though he agrees with the general concept. "People mature at different ages," he notes. "If it's too high, I feel like people will be angry. They won't be OK with that law."

Student David Sharp offers a possible solution: Maybe the factor shouldn't just be age but also training. People could complete some training requirements in order to buy one kind of firearm and then graduate to another tier in a few years once they've shown they can handle the weapon safely.

But then the students are forced to confront new questions: Who would provide the training? Who would enforce it?

As they recite their proposals one by one, Durham circulates, often forcing her students to anticipate and respond effectively to such questions.

A second group of students is grappling with several ideas to improve the background-check system to screen better for mental-health issues. (Currently, states voluntarily and often inconsistently submit records on people prohibited from owning guns for mental-health reasons to the FBI's national background-check database.)

But they are running across the myriad of related issues that such a proposal would generate: What happens if someone is diagnosed with a prohibitive condition after already owning a gun? Should depression be enough to prevent someone from being able to purchase one? Should officials check on gun owners' mental state every six months? Every year? Are social-media postings evidence of one's psychological state?

Durham pipes in, noting that courts reviewing the law would also want to know whether such a proposal respected a person's due process rights-and how that would accord with federal health-privacy laws.

"If you're going to put in a background check for mental health," she presses the students, "what is my right to defend myself on that? Can I appeal it?"

For a week in preparation for this exercise, Durham's seniors have been parsing the Second Amendment's convoluted phrasing, examining the evolution of federal laws, and reading about judicial precedents, including the District of Columbia v. Heller, the 2008 U.S. Supreme Court decision that recognizes an individual right to gun ownership unconnected with belonging to a militia.

The preparation shows. At least one student references the United States' historical prohibitions on enslaved people and Native Americans, among others, to possess firearms.

But like many teachers, Durham had to put these resources together from scratch, cobbling together sections of Nevada code with different interpretations of the Second Amendment from such sites as the Bill of Rights Institute.

Indeed, for such a crucial topic, educational publishers seem reluctant to engage in this most sensitive of topics. The textbook in Durham's class references the Second Amendment apologetically as one of the most controversial in the Constitution and fails to suggest any activities so students can analyze why that is. The textbooks sit in the corner of the class, unused, for today's lesson.

Durham notes that the online lesson plans, while helpful, often don't require enough depth of thinking from students.

"I think they're too easy, and it's so they can give an answer key. But I don't want an answer key. I want, 'Responses will vary,' " she said.

There is also a key difference between the discussions she's facilitated here and what a "pure" pro-con classroom debate on the Second Amendment might look like. And that is this: By the week's end, Durham will require each table of students to blend their differing ideas and to compromise on a single proposal.

They may have to do so grudgingly, but as Durham likes to remind students, sometimes that's what happens as a result of the fundamental democratic principle of compromise: "majority rule, minority rights."

Durham's second period of seniors is up now. This time the discussion is even livelier, and students are less willing to accede to their classmates' proposals. They are pushing back more.

A difference of opinion breaks out between Raul Ruiz Soriano and the girl with the hunting background. He's advanced a provocative idea: no rifles for anyone under 21, no exceptions.

"Some families rely on hunting," she protests. "It's not like 12-year-olds go out hunting all by themselves."

"Our self-defense, our protection, is more important than your hunting," Soriano replies.

Durham interjects, again in her role as a devil's advocate: "Does that mean we end the manufacture of these guns? And what about the military?"

Later, student Dylan Wirth pushes back on expanded mental-health background checks. He wants a much more narrowly tailored law; many of his fellow students' proposals are too "extremist," he argues.

"How does this not infringe on the 14th Amendment?" Wirth asks, noting that the right to privacy enshrined in that amendment's due process clause could conflict with a bill that would make ownership contingent on access to medical checkups.

Well, people who want a gun will have to waive that privacy in order to buy a gun, his colleagues respond.

"Then how are you not breaking the Second Amendment?" he protests. "You're breaking the law by making a new law?"

"So, this is my right to privacy versus another person's right to feel safe," Durham summarizes the point of disagreement.

Later, she will confide that these were her two favorite moments in the lesson, because the students were grappling with the insight that Constitutional rights are interlocking and exist in relation to one another. The right to bear arms becomes difficult to regulate without bumping against rights in other amendments. It requires balancing collective and individual rights. And it shows why questions of constitutionality are so difficult-and so contested.

"They're starting to see that it's more complicated than passing a law," Durham said of her students.

Durham and her students will spend the next class periods wrapping up the debate and starting to draft letters to lawmakers based on what they've agreed on in their groups.

It's a lesson that she thinks has much more staying power than the lesson plans she's used in the past, particularly because students are grappling with the Second Amendment alongside other rights enshrined in the Constitution. Before, she said, she used to teach the amendments one by one, devising hand signals and rap lyrics to help students remember them. Students promptly forgot them after the exam anyway.

"But I know they are not just going to remember this lesson-they are going to remember how to apply the learning," she said.

And yet she remains concerned by one factor that was apparent over the course of the day: For many students here, Parkland already seems like something that happened a long time ago. Arming teachers, President Donald Trump's major policy solution, came up only once during the debate.

"We were all shocked," said Sharp, the student to propose a tiered training plan, when asked about Parkland.

Then he thinks for a beat: "But for some students, it's kind of one of those things where they think it won't happen to them."

Durham hopes the focus in her lesson today on civil discourse will stick with students. She also wonders whether, outside the classroom, the larger debates on guns and on the Second Amendment miss the point somewhat.

"We're talking a lot about the guns and restrictions and prevention," she said. "That's important. But we're not talking about what's causing the violence."

Web Only

Please enable JavaScript to view the comments powered by Disqus.
Back to Top

# data[].attributes.attachment_link.title
Post-Parkland, the Second Amendment Gets a Closer Look in Class

# data[].attributes.attachment_link.description
"You have a right to your opinions," U.S. government teacher Kathy Durham tells her seniors on a chilly morning here at West Wendover Junior Senior High School. "As long as you can back up and justify why you feel the way you feel, be proud of it. Own it."

# data[].attributes.attachment_link.description
Teaching Hard History Slavery played a central role in the development of the United States, but the way we teach it doesn't reflect that fact. Our cover story for the Spring 2018 issue gives you a sneak preview of Teaching Hard History: American Slavery-our new initiative to help educators better teach about our painful past and about how it affects our present.

# data[].attributes.attachment_link.readable_text
Skip to main content

Sisters Lauren and Victoria had never been activists before, but the bullying they witnessed online-and the terrible consequences their peers suffered-inspired them to act.

Enough is Enough

Despite the intense pain of losing a classmate to a violent crime, these Staley High School students refused to let fear and hatred dominate the memory of their friend.

Meet the founding troop leaders of the Radical Brownies, a group for girls of color focused on social justice, community activism and embracing all aspects of their identities. ( Note: Since this documentary was filmed, the Radical Brownies have changed their name to the Radical Monarchs!)

# data[].attributes.attachment_link.title
Online Exclusive Video Feature: Youth United!

# data[].attributes.attachment_link.description
Skip to main content Sisters Lauren and Victoria had never been activists before, but the bullying they witnessed online-and the terrible consequences their peers suffered-inspired them to act. Despite the intense pain of losing a classmate to a violent crime, these Staley High School students refused to let fear and hatred dominate the memory of their friend.

# data[].attributes.body
See the resources link too!

# data[].attributes.attachment_link.readable_text
Powerful examples are being set by shooting survivors

The Marjory Stoneman Douglas students-turned-activists are fast becoming a powerful model of civic engagement for educators across the country.

Survivors of the deadly school shooting in Parkland, Fla., have taken to social media and TV, arguing eloquently for gun-control policies-and citing skills garnered from their Advanced Placement U.S. Government courses. They have successfully pressured major companies to drop their affiliations with the National Rifle Association and spurred thousands of students nationwide to draft petitions, plan walkouts, and start grassroots groups of their own.

Now the example of their activism, coupled with an increasingly divisive period of policymaking following-and preceding-the 2016 presidential election, has advocates for civics education asking: Is it finally time for civics to get a bit more attention?

"I think there is a resurgence and a significant amount of interest from many people who are concerned about the declining strength of our democracy," said Jonathan Kahne, a professor of education at the University of California, Riverside. "But by no means is civics education a central priority for reformers at this point, and I think that's part of the case we have to make."

Whether the Parkland tragedy will galvanize more widespread attention to a topic in America's schools that some say has long been neglected remains to be seen.

"I do think it is a unique moment. Actually, the Trump presidency makes it a unique moment, and a lot of people think there needs to be a hell of a lot more understanding about the democratic system and norms," said Charles N. Quigley, the longtime executive director of the Center for Civics Education, which trains networks of teachers and has developed civics education standards. "To what degree it's translated into action, and effective action, is another thing."

A Starting Place

From almost every angle, from the invasion of fake news to the Second Amendment of the Constitution, the aftereffects of the Parkland tragedy resonate with talking points for civics education.

Civics Education: What Do States Require?
The vast majority of states require students to take a civics course before graduating from high school, according to a report published last month by the Center for American Progress think tank. Seventeen states require students to pass a citizenship test and, in three of them, the citizenship test is the only graduation requirement for civics. In eight other states, neither a course not an exam in civics is required for graduation.
While any legislative action on gun control is far from certain, discussions by state legislatures and Congress on the topic have intensified in the weeks since students began speaking out. False news stories alleging that Douglas student David Hogg and others are actors have been linked to Russian efforts to sow discord in America-similar to the country's interference in the 2016 U.S. presidential election. And school districts, confronting students' planned gun-control walkouts and rallies, are faced with balancing students' free-speech rights with their policies on absenteeism.

The calls for a greater focus on civics are none too soon in coming, given American students' moribund performance in the subject.

According to the National Assessment of Educational Progress, 8th graders' performance in civics in 2014 was only marginally higher than it was in 1998, the first year of the nationally representative exam.

On average, students could "identify a type of government by its characteristics" and interpret simple population charts, but they struggled with more sophisticated content such as describing the role of checks and balances in the U.S. political system. And as with other subjects, low-income students and students of color tended to score lower than their peers. What's more, youth-voting rates remain low, according to the U.S. Census Bureau: In the November 2016 election, just 40 percent of youths aged 18 to 24 voted, compared to 56 percent of the population as a whole.

Recent gauges of American adults' civic knowledge, likewise, exhibit troubling patterns. A nationally representative survey from the Annenburg Public Policy Center, released last fall, found that only half of Americans could identify a right enshrined in the First Amendment to the U.S. Constitution. Plus, Americans are warming up to the idea of government censorship, it noted.

Is there a simple explanation for what Quigley has termed the "civics recession"? That's less clear. Some educators fault the pressure, over the last two decades of the standards-and-accountability movement, to emphasize reading and math over other subjects. Others point back further to the late 1960s and 1970s, as the civil rights, counterculture, and women's movements made civics a far more touchy topic.

States' current civics education requirements, meanwhile, are not encouraging.

In a report released late last month, the Center for American Progress noted that 10 states do not require a civics course in high school; in those states that do, a majority require just a half semester. Seventeen states require students to take the U.S. citizenship test to graduate.

In earlier grades, civics is typically subsumed into social studies standards, making it hard to tell how faithfully it's being covered.

New Models

For some civics education advocates, the problem isn't merely the dose of civics students get, but also what's in it. Schools have tended to focus on book learning-how a bill becomes a law-while neglecting how civic knowledge is enacted through attitudes and practices.

"It's not so much that there's a decline in civics classes, but a decline in effective civics education," said Andrew Wilkes, the director of policy and advocacy at Generation Citizen, a group that supports action civics, a newer approach that helps classes of students apply civics skills and channel them into civic problem-solving.

From a certain perspective, the Parkland student activism feels like action civics writ large. Yet the experts warn about comparing it with the action civics that students receive through programs like those offered by Generation Citizen or the Center for Civics Education. Most such projects center on local problems and contexts-think school bullying, cafeteria food, and bus routes-not taking on the state legislature or the NRA.

"A lot of action civics is more about the immediate context of the kids and much less controversial," said Peter Levine, the associate dean for research at the Tisch College of Civic Life at Tufts University. "I don't want it to be stereotyped as left-of-center, government-oriented activism. I think there is a little risk of Parkland polarizing the issues of civics, when the point is students being activated to participate in debates that deeply affect them."

Educators who study civics, meanwhile, say that classroom discussions on current events and controversies should be both balanced and academically challenging, which requires considerable flexibility and nimbleness from teachers-as well as a willingness to forgo carefully planned lessons when events like the Parkland shooting take place and provide fresh opportunities for students to engage with tough questions.

"You need to have a plan that assumes those are going to happen, and that is in a thoughtful way and in an ongoing way preparing all students for such moments," said Kahne of UC-Riverside.

Lessons in Practice

Successful examples might look a lot like the lesson that Kevin M. Fox, a history teacher at Cardozo High School in the District of Columbia, is planning in the lead up to the March 24 March For Our Lives Rally, which will be taking place in downtown Washington, practically Cardozo's backyard.

Fox plans to connect the Douglas students' activism to the history of youth movements throughout the 19th and 20th centuries, from the Lowell Mill girls' strike in 1836 up to the 1963 Children's Crusade in Birmingham, Ala., an event often glossed over in history textbooks' depictions of the civil rights struggle.

"The way we're framing this movements unit, we're asking whether the ideals of America have been achieved by the youth movements of the past century," Fox said. "Here we have it again: life, liberty, property. That's what's in jeopardy here."

In the wake of Parkland, other teachers-many of them not even formally civics or history teachers-are also stepping up in ways civics advocates have long argued: that civics can and should be taught throughout the curriculum, not just in government class.

In high school English teacher David Preston's class, students watched Douglas activist Emma González's Feb. 17 speech at a gun-control rally and analyzed it using the classical modes of persuasion-ethos, logos, and pathos, which roughly correspond to one's credibility, the logic of his or her argument, and the emotions it evokes.

"I wanted the students to think critically about this student, who had a powerful need to be understood and a powerful need to move other people to understanding, and to evaluate that in a way that helps them grasp why these rhetorical practices are important," said Preston, who teaches in the Santa Maria-Bonita district in California.

In South Fulton, Ga., English teacher Matthew Patterson's seniors are now registered to vote, part of a wave of civics-related activities he's begun in his classes. His juniors, meanwhile, have been studying news articles and debating some of the policy proposals to come out of Parkland, such as President Donald Trump's idea to arm teachers.

Parkland's civics implications, the teachers note, can present unique challenges to make relevant for low-income students or students of color, given the wealthy community surrounding Douglas and the mostly white faces leading the activism on TV. But that should be part of the discussion too, they said.

"Why didn't Black Lives Matter get this same kind of traction? What would it take to get you to protest? What's worth protesting? What makes them effective protests? What do you think students should be able to protest?" Patterson said, ticking off some of the questions he'll ask of his students in upcoming units. "I really want them to start thinking: 'We have a lot of power as students. How can we best leverage this to speak truth to power?' "

He reserves some strong words for social studies teachers, meanwhile, who haven't yet started thinking about how their practices need to change post-Parkland.

"If you're teaching a civics class now and not teaching this, it's shameful," he said. "What are you waiting for?"

Published in Print: March 7, 2018, as Is It Time for a Focus on Civics Education?

Please enable JavaScript to view the comments powered by Disqus.
Back to Top

# data[].attributes.attachment_link.title
Can the Parkland Survivors Inspire a New Focus on Civics Education?

# data[].attributes.attachment_link.description
The Marjory Stoneman Douglas students-turned-activists are fast becoming a powerful model of civic engagement for educators across the country. Survivors of the deadly school shooting in Parkland, Fla., have taken to social media and TV, arguing eloquently for gun-control policies-and citing skills garnered from their Advanced Placement U.S. Government courses.

# data[].attributes.attachment_link.readable_text
Jump to navigation Skip navigation

1. Do I have First Amendment rights in school?

Q.Do I have First Amendment rights in school?

A.

Yes. You do not lose your right to free speech just by walking into school. You have the right to speak out, hand out flyers and petitions, and wear expressive clothing in school - as long as you don't disrupt the functioning of the school or violate the school's content-neutral policies.

What counts as "disruptive" will vary by context, but a school disagreeing with your position or thinking your speech is controversial or in "bad taste" is not enough to qualify. Courts have upheld students' rights to wear things like an anti-war armband, an armband opposing the right to get an abortion, and a shirt supporting the LGBT community. And "content-neutral policies" means rules that have nothing to do with the message you're expressing, like dress codes. So, for example, a school can prohibit you from wearing hats - because that rule is not based on what the hats say - but it can't prohibit you from wearing only pink pussycat hats or pro-NRA hats.

2. Can my school discipline me for participating in a walkout?

Q.Can my school discipline me for participating in a walkout?

A.

Yes. Because the law in most places requires students to go to school, schools can discipline you for missing class. But what they can't do is discipline you more harshly because of the political nature of or the message behind your action.

The exact punishment you could face will vary by your state, school district, and school. Find out more by reading the policies of your school and school district. If you're planning to miss a class or two, look at the policy for unexcused absences. If you're considering missing several days, read about truancy. And either way, take a look at the policy for suspensions. In some states and districts, suspension is not an available punishment for unexcused absences. And nationwide, if you are facing a suspension of 10 days or more, you have a right to a formal process and can be represented by a lawyer. Some states and school districts require a formal process for fewer days, too. Also, you should be given the same right to make up work just as any other student who missed classes.

Find out the rules so you can tell if they are being applied differently when it comes to your walkout.

3. What about for protesting away from school?

Q.What about for protesting away from school?

A.

Outside of school, you enjoy essentially the same rights to protest and speak out as anyone else. This means you're likely to be most protected if you organize, protest, and advocate for your views off campus and outside of school hours.

4. What are my rights on social media?

Q.What are my rights on social media?

A.

You have the right to speak your mind on social media. Your school cannot punish you for content you post off campus and outside of school hours that does not relate to school. Some schools have attempted to extend their power to punish students even for off-campus, online posts. While courts have differed on the constitutionality of those punishments, the ACLU has challenged such overreach.

Fight for our rights

Take a stand.
Donate to the ACLU.

Donate

# data[].attributes.attachment_link.title
Students' Free Speech Rights in Public Schools

# data[].attributes.attachment_link.description
How the First Amendment Protects Student SpeechIf you're a public school student, you don't check your constitutional rights at the schoolhouse doors. But whether schools can punish you for speaking out depends on when, where, and how you decide to express yourself.Additional resources

# data[].attributes.attachment_link.readable_text
ACSA is teaming up with education advocates and thought leaders to provide you with first-hand expertise on student protests and walkouts. The following content has been provided by the Riverside County Office of Education and includes updates on what we know about proposed walkouts, talking points on proposed alternatives, and a focus on safety while honoring our empowered student voices. With thanks to the Alameda and San Diego County Offices of Education colleagues whose communications in the last week have provided shared messaging to help lead discussions on this important topic in our schools, districts, county, and country.
What is being planned, as of February 26, 2018:

Enough: National School Walkout on Wednesday, March 14 (one month anniversary of Parkland event) - Organizers of the popular Women's March are calling for students to walk out of school for 17 minutes to protest the response of inaction and frustration with nothing beyond tweets of thoughts and prayers. There is a zip code look-up on the site to locate the nearest protest-many of which are during the school day. Several areas in Riverside County already have registered events (Corona, San Jacinto, Riverside, Moreno Valley, Menifee) either at schools or in the community. More are likely to be registered to drive participation as it nears.

March For Our Lives on Saturday, March 24 - Largely focused in Washington D.C., this march was initiated by the Parkland survivors and has financial and personal backing from Oprah, Steven Spielberg, and more. Stated purpose is to demand that student lives and safety become a priority to end the epidemic of mass school shootings. Palm Springs High School stadium is currently listed as the only local site for participation, but others are likely.

National School Walkout Day on Friday, April 20, 19th Anniversary of Columbine - Powered by Change.org, students are encouraged to make their voices heard, walk out of school at 10 a.m., wear orange, and protest online and in the community. This day has historically elicited copycat threats to the Columbine incident.

Spontaneous and/or locally-organized protests by students on individual campuses are just as likely at any time.

Response and alternatives to proposed walkouts As educators, we know that oftentimes the lessons and conversations with the greatest impact on students do not emanate from textbooks or lesson plans. This moment in time is an opportunity for us to provide guidance to students on how they can be civically engaged and politically aware in a safe and constructive way. We can't say that we care about students unless we recognize what they care about and why it's important to them. Seeking opportunities to listen and understand with respect and empathy while helping students develop their voice should be as prominent as any directive discouraging walkouts. You know your community best, so adjust your approach based on what is best for your community. Here are some general considerations:

Review your board policies and district procedures related to students' rights to free expression/speech and be prepared to reference those when communicating with students, staff, parents, and the community.

Communication of board policies and school rules related to walkouts should not be communicated in isolation without proposing alternatives to help students cope with violence, death, and mental illness.

Maintain dialogue with teachers and classified staff and encourage healthy listen-first dialogue with students while using discretion when voicing their own opinions on the issue.

Encourage students to take advantage of counseling staff and other on-campus staff-student interaction points as opportunities to make connections between themselves and others to cope with difficult issues in a safe environment. Consider developing additional options for students in this arena to increase dialogue on a topic where amplifying student voices has become a driving force.

Identify walkout leaders and initiate dialogue to work together on a shared approach that is least disruptive to the educational process while not silencing the passionate voices anxious to be heard.

Invite community and law enforcement members to support your dialogue efforts and walkout alternatives with a tone that values a spirit of peace, harmony, and our shared humanity.

Propose alternatives to walkouts before/after school, during lunch time, or during a planned forum at the precise times when walkouts are being planned.

If a walkout appears imminent

Offer students a safe place on your campus such as athletic fields or courtyard areas to conduct their event.

Suggest students march after school and work with law enforcement to identify a route and appropriate conduct during the march. In this conversation, help students understand that the real impact of a school-time walkout is lost classroom time, as well as a loss for campus programs that depend on an expected level of attendance funds.

On-campus: Administrators or staff members should accompany students and supervise them while remaining in contact with district administration and local law enforcement, if needed.

Off-campus: Discuss with legal counsel supervision responsibilities when students leave campus.

Consider pre-assigning staff from other campuses and/or the district office to be available at school sites.

Consider how an alternative bell schedule for the day may accommodate a planned break at the time of day the walkout is planned.

Remind students that they will be responsible for any classwork missed during demonstrations.

Refrain from automatically issuing disciplinary consequences for leaving class for peaceful protest alone, unless there are clear Ed Code violations for other behaviors that take place during the demonstration (e.g. violence, vandalism, etc.).

Keep your students with special needs in consideration to help them feel safe and part of the process, if they choose.

Recognize situations where students may be pressured or bullied to go along with the protest. All students have a right to an education during all hours they are at school.

Response to questions about school safety If we believe our mission of student achievement and college and career readiness as our day-to-day goal, we then have the responsibility to ensure that we are doing everything in our power today to make sure students safely reach that brighter future of tomorrow. Here are some practical ways to communicate a focus on safety at our schools:

Provide students and staff with facts that better understand what IS being done to continually ensure safety. List the safety measures that are in place today, and what is being done to further strengthen security in light of recent incidents.

Invite dialogue from students, staff, and parents to share concerns related to safety so they are sharing any perceived vulnerabilities and contributing to shared ownership of protecting the community together.

Consider adding safety-related topics to agendas at meetings and gatherings to listen to concerns of parents, students, and staff, which will also provide a forum for communicating what is being done and potentially reveal any vulnerabilities.

Review, revise, and practice emergency procedures-up to, and including, drills with local law enforcement partners. Be sure to over-communicate and pre-communicate the timing of the drill to prevent confusion with any actual incident.

You can read more about school safety and school climate topics here. ACSA is dedicated to providing K-12 administrators with relevant content and building events that focus on today's most important school administration issues. Become a member and join us for our world-class Leadership Summit, Every Child Counts Symposium, and other conferences, as well as professional development events, a free one-on-one mentorship program, our ongoing Equity Project and statewide advocacy efforts, members-only benefits, and much more.

# data[].attributes.attachment_link.title
Student walkouts: Alternatives and response to questions

# data[].attributes.attachment_link.description
ACSA is teaming up with education advocates and thought leaders to provide you with first-hand expertise on student protests and walkouts. The following content has been provided by the Riverside County Office of Education and includes updates on what we know about proposed walkouts, talking points on proposed alternatives, and a focus on safety while honoring our empowered student voices.

# data[].attributes.attachment_link.readable_text
ACSA is teaming up with education advocates and thought leaders to provide you with first-hand expertise on student protests and walkouts. The following content has been provided by the Riverside County Office of Education and includes updates on what we know about proposed walkouts, talking points on proposed alternatives, and a focus on safety while honoring our empowered student voices. With thanks to the Alameda and San Diego County Offices of Education colleagues whose communications in the last week have provided shared messaging to help lead discussions on this important topic in our schools, districts, county, and country.
What is being planned, as of February 26, 2018:

Enough: National School Walkout on Wednesday, March 14 (one month anniversary of Parkland event) - Organizers of the popular Women's March are calling for students to walk out of school for 17 minutes to protest the response of inaction and frustration with nothing beyond tweets of thoughts and prayers. There is a zip code look-up on the site to locate the nearest protest-many of which are during the school day. Several areas in Riverside County already have registered events (Corona, San Jacinto, Riverside, Moreno Valley, Menifee) either at schools or in the community. More are likely to be registered to drive participation as it nears.

March For Our Lives on Saturday, March 24 - Largely focused in Washington D.C., this march was initiated by the Parkland survivors and has financial and personal backing from Oprah, Steven Spielberg, and more. Stated purpose is to demand that student lives and safety become a priority to end the epidemic of mass school shootings. Palm Springs High School stadium is currently listed as the only local site for participation, but others are likely.

National School Walkout Day on Friday, April 20, 19th Anniversary of Columbine - Powered by Change.org, students are encouraged to make their voices heard, walk out of school at 10 a.m., wear orange, and protest online and in the community. This day has historically elicited copycat threats to the Columbine incident.

Spontaneous and/or locally-organized protests by students on individual campuses are just as likely at any time.

Response and alternatives to proposed walkouts As educators, we know that oftentimes the lessons and conversations with the greatest impact on students do not emanate from textbooks or lesson plans. This moment in time is an opportunity for us to provide guidance to students on how they can be civically engaged and politically aware in a safe and constructive way. We can't say that we care about students unless we recognize what they care about and why it's important to them. Seeking opportunities to listen and understand with respect and empathy while helping students develop their voice should be as prominent as any directive discouraging walkouts. You know your community best, so adjust your approach based on what is best for your community. Here are some general considerations:

Review your board policies and district procedures related to students' rights to free expression/speech and be prepared to reference those when communicating with students, staff, parents, and the community.

Communication of board policies and school rules related to walkouts should not be communicated in isolation without proposing alternatives to help students cope with violence, death, and mental illness.

Maintain dialogue with teachers and classified staff and encourage healthy listen-first dialogue with students while using discretion when voicing their own opinions on the issue.

Encourage students to take advantage of counseling staff and other on-campus staff-student interaction points as opportunities to make connections between themselves and others to cope with difficult issues in a safe environment. Consider developing additional options for students in this arena to increase dialogue on a topic where amplifying student voices has become a driving force.

Identify walkout leaders and initiate dialogue to work together on a shared approach that is least disruptive to the educational process while not silencing the passionate voices anxious to be heard.

Invite community and law enforcement members to support your dialogue efforts and walkout alternatives with a tone that values a spirit of peace, harmony, and our shared humanity.

Propose alternatives to walkouts before/after school, during lunch time, or during a planned forum at the precise times when walkouts are being planned.

If a walkout appears imminent

Offer students a safe place on your campus such as athletic fields or courtyard areas to conduct their event.

Suggest students march after school and work with law enforcement to identify a route and appropriate conduct during the march. In this conversation, help students understand that the real impact of a school-time walkout is lost classroom time, as well as a loss for campus programs that depend on an expected level of attendance funds.

On-campus: Administrators or staff members should accompany students and supervise them while remaining in contact with district administration and local law enforcement, if needed.

Off-campus: Discuss with legal counsel supervision responsibilities when students leave campus.

Consider pre-assigning staff from other campuses and/or the district office to be available at school sites.

Consider how an alternative bell schedule for the day may accommodate a planned break at the time of day the walkout is planned.

Remind students that they will be responsible for any classwork missed during demonstrations.

Refrain from automatically issuing disciplinary consequences for leaving class for peaceful protest alone, unless there are clear Ed Code violations for other behaviors that take place during the demonstration (e.g. violence, vandalism, etc.).

Keep your students with special needs in consideration to help them feel safe and part of the process, if they choose.

Recognize situations where students may be pressured or bullied to go along with the protest. All students have a right to an education during all hours they are at school.

Response to questions about school safety If we believe our mission of student achievement and college and career readiness as our day-to-day goal, we then have the responsibility to ensure that we are doing everything in our power today to make sure students safely reach that brighter future of tomorrow. Here are some practical ways to communicate a focus on safety at our schools:

Provide students and staff with facts that better understand what IS being done to continually ensure safety. List the safety measures that are in place today, and what is being done to further strengthen security in light of recent incidents.

Invite dialogue from students, staff, and parents to share concerns related to safety so they are sharing any perceived vulnerabilities and contributing to shared ownership of protecting the community together.

Consider adding safety-related topics to agendas at meetings and gatherings to listen to concerns of parents, students, and staff, which will also provide a forum for communicating what is being done and potentially reveal any vulnerabilities.

Review, revise, and practice emergency procedures-up to, and including, drills with local law enforcement partners. Be sure to over-communicate and pre-communicate the timing of the drill to prevent confusion with any actual incident.

You can read more about school safety and school climate topics here. ACSA is dedicated to providing K-12 administrators with relevant content and building events that focus on today's most important school administration issues. Become a member and join us for our world-class Leadership Summit, Every Child Counts Symposium, and other conferences, as well as professional development events, a free one-on-one mentorship program, our ongoing Equity Project and statewide advocacy efforts, members-only benefits, and much more.

# data[].attributes.attachment_link.title
Student walkouts: Alternatives and response to questions

# data[].attributes.attachment_link.description
ACSA is teaming up with education advocates and thought leaders to provide you with first-hand expertise on student protests and walkouts. The following content has been provided by the Riverside County Office of Education and includes updates on what we know about proposed walkouts, talking points on proposed alternatives, and a focus on safety while honoring our empowered student voices.

# data[].attributes.attachment_link.description
Watch how California high school students benefit from engaging civic learning programs that equip, empower, and encourage them to grow into active citizens. The Power of Democracy Steering Committee is working to support robust civic learning experiences for all California students.

# data[].attributes.attachment_link.title
Bullying & Hate-Motivated Behavior Prevention - School Environment (CA Dept of Education)

# data[].attributes.attachment_link.description
Provides resources for parents, administrators, and students on how bullying can be prevented and addressed. Resources include publications, sample policies, and frequently asked questions.

# data[].attributes.attachment_link.title
Bullying & Hate-Motivated Behavior Prevention - School Environment (CA Dept of Education)

# data[].attributes.attachment_link.description
Provides resources for parents, administrators, and students on how bullying can be prevented and addressed. Resources include publications, sample policies, and frequently asked questions.

# data[].attributes.attachment_link.readable_text
GRADE LEVEL: Elementary and middle school

TIME: 60 minutes

MATERIALS: First Amendment Basics handout and My Five Freedoms worksheet (download)
PREPARE:

1. Print copies of the handout and worksheet, one per student or per small group.

2. Review the First Amendment Basics handout.

# data[].attributes.attachment_link.title
Introduction to the First Amendment: My Five Freedoms

# data[].attributes.attachment_link.description
GRADE LEVEL: Elementary and middle school TIME: 60 minutes MATERIALS: First Amendment Basics handout and My Five Freedoms worksheet (download) PREPARE: Print copies of the handout and worksheet, one per student or per small group. Review the First Amendment Basics handout.

# data[].attributes.attachment_link.readable_text
GRADE LEVEL: Elementary and middle school

TIME: 60 minutes

MATERIALS: First Amendment Basics handout and My Five Freedoms worksheet (download)
PREPARE:

1. Print copies of the handout and worksheet, one per student or per small group.

2. Review the First Amendment Basics handout.

# data[].attributes.attachment_link.title
Introduction to the First Amendment: My Five Freedoms

# data[].attributes.attachment_link.description
GRADE LEVEL: Elementary and middle school TIME: 60 minutes MATERIALS: First Amendment Basics handout and My Five Freedoms worksheet (download) PREPARE: Print copies of the handout and worksheet, one per student or per small group. Review the First Amendment Basics handout.

# data[].attributes.body
Sample School Board Resolution

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.attachment_link.description
Common Sense is the nation's leading nonprofit organization dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century.

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning

Social and emotional learning (SEL) skills aren't core content, but they're the core of all content. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), these skills include how to "understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

Implementing SEL and teaching character aren't without challenges or debates. There's a lack of consensus about how we measure SEL skills (and whether we should or even can), how technology fits into SEL instruction, and whether you can truly "teach" character. A few things are clear, however: SEL is important, teachers value it, and digital technology is part of our lives.

Explore the topics below to learn more about character strengths like empathy, find actionable activities and edtech tools for the classroom, and discover ways to involve families in SEL learning.

Our social and emotional learning resources include:

Edtech tools that inspire SEL

Student worksheets and lessons

SEL resources for families

# data[].attributes.attachment_link.description
Social and emotional learning (SEL) skills aren't core content, but they're the core of all content. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), these skills include how to "understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning

Social and emotional learning (SEL) skills aren't core content, but they're the core of all content. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), these skills include how to "understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

Implementing SEL and teaching character aren't without challenges or debates. There's a lack of consensus about how we measure SEL skills (and whether we should or even can), how technology fits into SEL instruction, and whether you can truly "teach" character. A few things are clear, however: SEL is important, teachers value it, and digital technology is part of our lives.

Explore the topics below to learn more about character strengths like empathy, find actionable activities and edtech tools for the classroom, and discover ways to involve families in SEL learning.

Our social and emotional learning resources include:

Edtech tools that inspire SEL

Student worksheets and lessons

SEL resources for families

# data[].attributes.attachment_link.description
Social and emotional learning (SEL) skills aren't core content, but they're the core of all content. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), these skills include how to "understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

# data[].attributes.attachment_link.readable_text
The Founding documents are the true primary sources of America.

These important documents, which include the Declaration of Independence, the Constitution, the Bill of Rights, and others written between 1764 and 1791, showcase the philosophical, traditional, and political foundations on which our nation was built and which continue to shape our free society.

Although reading about the Founding documents (in textbooks, journal articles, or other secondary sources) is important, reading the Founding documents themselves is the best way to understand the purpose of our national government, the liberties we enjoy, and how those liberties continue to affect and shape our free society.
Explore the Founding documents and other resources to help broaden your knowledge of the birth of our nation.

# data[].attributes.attachment_link.title
Founding Documents and Resources - Bill of Rights Institute

# data[].attributes.attachment_link.description
The Founding documents are the true primary sources of America. These important documents, which include the Declaration of Independence, the Constitution, the Bill of Rights, and others written between 1764 and 1791, showcase the philosophical, traditional, and political foundations on which our nation was built and which continue to shape our free society.

# data[].attributes.attachment_link.readable_text
Complex Topics in the Classroom

Every day we are inundated with arguments concerning the Second Amendment. Whether it is the various positions of the presidential candidates, referenda and bills in the several states, or comments from the numerous public interest groups on all sides of the issue, it is a conversation that is impossible to avoid.

The Bill of Rights Institute has prepared videos, resources, and activities that will help you incorporate these topics into your classroom!

If you haven't already, please watch:
Teaching the Bill of Rights: The Second Amendment - Part One Teaching the Bill of Rights: The Second Amendment - Part Two
For the accompanying resources and materials, visit:
Voices of History: What are the Origins and Interpretations of the Right to Keep and Bear Arms? Voices of History: How has the Second Amendment been Interpreted?

# data[].attributes.attachment_link.title
Teaching the Bill of Rights: The Second Amendment - Bill of Rights Institute

# data[].attributes.attachment_link.description
Complex Topics in the Classroom Every day we are inundated with arguments concerning the Second Amendment. Whether it is the various positions of the presidential candidates, referenda and bills in the several states, or comments from the numerous public interest groups on all sides of the issue, it is a conversation that is impossible to ...

# data[].attributes.attachment_link.readable_text
Complex Topics in the Classroom

Every day we are inundated with arguments concerning the Second Amendment. Whether it is the various positions of the presidential candidates, referenda and bills in the several states, or comments from the numerous public interest groups on all sides of the issue, it is a conversation that is impossible to avoid.

The Bill of Rights Institute has prepared videos, resources, and activities that will help you incorporate these topics into your classroom!

If you haven't already, please watch:
Teaching the Bill of Rights: The Second Amendment - Part One Teaching the Bill of Rights: The Second Amendment - Part Two
For the accompanying resources and materials, visit:
Voices of History: What are the Origins and Interpretations of the Right to Keep and Bear Arms? Voices of History: How has the Second Amendment been Interpreted?

# data[].attributes.attachment_link.title
Teaching the Bill of Rights: The Second Amendment - Bill of Rights Institute

# data[].attributes.attachment_link.description
Complex Topics in the Classroom Every day we are inundated with arguments concerning the Second Amendment. Whether it is the various positions of the presidential candidates, referenda and bills in the several states, or comments from the numerous public interest groups on all sides of the issue, it is a conversation that is impossible to ...

# data[].attributes.attachment_link.readable_text
Estimated Time

One to three weeks

A functional voting system is imperative to a healthy democracy, and the current voting process in the United States has room for improvement. By working together to come up with solutions for improving voter registration or turnout, students can gain a wider perspective on issues relevant to their communities and better understand the link between social change and collective action.

Get Ready

1. Compile websites that are useful for finding data on voter registration and turnout, such as your state website, the U.S. Census Bureau, the United States Election Project, VOTE411.org, the Brennan Center for Justice, The Sentencing Project and FairVote. Note: If your class does not have reliable Internet access, prepare and provide printouts of relevant data sets for students to reference during the Get Set portion of the task.

2. Prepare handouts for students. (There are three at the end of this lesson with charts for students to help organize their thinking and areas for them to summarize their findings.)

3. Assess students' prior knowledge of voting and voter registration. What do they already know, and what questions do they have?

4. Show the 40-minute classroom documentary Selma: The Bridge to the Ballot. The film kit includes a viewer's guide that goes into depth about how young people have advocated for voting rights.

5. Reiterate that this lesson is about voting rights and the democratic act of voting, not about voting for a particular candidate. For suggestions on how to talk with your students about an election and advice on mediating charged political conversations, refer to these resources:

Get Set

1. Have students visit or read printouts from your state website, and the U.S. Census Bureau and the United States Election Project websites individually, in pairs or in small groups. Ask students to find and record data requested on the "Voter Turnout" handout.

2. Have students visit the websites of or read printouts from VOTE411.org and the Brennan Center for Justice to further research voting rules and regulations. Ask students to record the information requested on the "Voter Restrictions or Voter Fraud" handout.

3. Guide students in exploring or reading printouts from The Sentencing Project and FairVote to learn about the rules in their state regarding felon disenfranchisement. Ask them to complete the "Felon Disenfranchisement" handout.

Go!

1. Pose these questions to your students to inspire their thinking about how to improve voter participation in their communities:

What specific element of voter participation do you want to address?

How can you influence participation?

What outcomes are you seeking?

What specific actions can you take to bring about these outcomes?

2. Have students choose from this list of projects or create a new idea for how they will improve voter registration or voter turnout in their community:

Publish a public service announcement on social media channels.

Write letters to local elected officials asking for their attention to voter participation.

Write and perform a skit designed to teach their community about the importance of voting.

Create and distribute a flyer that supplies voting information to members of the community.

Create a public mural reflecting the importance of voting rights.

Create a community bulletin board with information on how to register to vote.

Organize a neighborhood voter registration day to help community members register to vote.

Organize a local march to raise awareness about local political issues, candidates and voter registration.

Check to see if there is a local chapter of the League of Women Voters and investigate how to get involved.

Reflection

Have students take time to reflect on their findings in writing (especially if they were working with partners or groups). Ask them: Today we face new barriers to voting, and some of the old barriers still exist. What would you be willing to march for?

English language learners

Learning about voting rights history and struggles is an important lesson for all, but it can be especially complex for students who are new to the country. Consider adding to this lesson a discussion of citizenship and voting rights for immigrants. You might also discuss the issue of campaign materials and ballots being available in different languages.

Connection to anti-bias education

Critically analyzing voting rights and access in the United States raises students' awareness of inequity. By summarizing voter turnout by subgroups, students see discrepancies and are prompted to draw thoughtful conclusions about how to change our voting system. The projects will empower students to take action on important social justice issues.

# data[].attributes.attachment_link.description
One to three weeks A functional voting system is imperative to a healthy democracy, and the current voting process in the United States has room for improvement. By working together to come up with solutions for improving voter registration or turnout, students can gain a wider perspective on issues relevant to their communities and better understand the link between social change and collective action.

# data[].attributes.attachment_link.readable_text
Estimated Time

One to three weeks

A functional voting system is imperative to a healthy democracy, and the current voting process in the United States has room for improvement. By working together to come up with solutions for improving voter registration or turnout, students can gain a wider perspective on issues relevant to their communities and better understand the link between social change and collective action.

Get Ready

1. Compile websites that are useful for finding data on voter registration and turnout, such as your state website, the U.S. Census Bureau, the United States Election Project, VOTE411.org, the Brennan Center for Justice, The Sentencing Project and FairVote. Note: If your class does not have reliable Internet access, prepare and provide printouts of relevant data sets for students to reference during the Get Set portion of the task.

2. Prepare handouts for students. (There are three at the end of this lesson with charts for students to help organize their thinking and areas for them to summarize their findings.)

3. Assess students' prior knowledge of voting and voter registration. What do they already know, and what questions do they have?

4. Show the 40-minute classroom documentary Selma: The Bridge to the Ballot. The film kit includes a viewer's guide that goes into depth about how young people have advocated for voting rights.

5. Reiterate that this lesson is about voting rights and the democratic act of voting, not about voting for a particular candidate. For suggestions on how to talk with your students about an election and advice on mediating charged political conversations, refer to these resources:

Get Set

1. Have students visit or read printouts from your state website, and the U.S. Census Bureau and the United States Election Project websites individually, in pairs or in small groups. Ask students to find and record data requested on the "Voter Turnout" handout.

2. Have students visit the websites of or read printouts from VOTE411.org and the Brennan Center for Justice to further research voting rules and regulations. Ask students to record the information requested on the "Voter Restrictions or Voter Fraud" handout.

3. Guide students in exploring or reading printouts from The Sentencing Project and FairVote to learn about the rules in their state regarding felon disenfranchisement. Ask them to complete the "Felon Disenfranchisement" handout.

Go!

1. Pose these questions to your students to inspire their thinking about how to improve voter participation in their communities:

What specific element of voter participation do you want to address?

How can you influence participation?

What outcomes are you seeking?

What specific actions can you take to bring about these outcomes?

2. Have students choose from this list of projects or create a new idea for how they will improve voter registration or voter turnout in their community:

Publish a public service announcement on social media channels.

Write letters to local elected officials asking for their attention to voter participation.

Write and perform a skit designed to teach their community about the importance of voting.

Create and distribute a flyer that supplies voting information to members of the community.

Create a public mural reflecting the importance of voting rights.

Create a community bulletin board with information on how to register to vote.

Organize a neighborhood voter registration day to help community members register to vote.

Organize a local march to raise awareness about local political issues, candidates and voter registration.

Check to see if there is a local chapter of the League of Women Voters and investigate how to get involved.

Reflection

Have students take time to reflect on their findings in writing (especially if they were working with partners or groups). Ask them: Today we face new barriers to voting, and some of the old barriers still exist. What would you be willing to march for?

English language learners

Learning about voting rights history and struggles is an important lesson for all, but it can be especially complex for students who are new to the country. Consider adding to this lesson a discussion of citizenship and voting rights for immigrants. You might also discuss the issue of campaign materials and ballots being available in different languages.

Connection to anti-bias education

Critically analyzing voting rights and access in the United States raises students' awareness of inequity. By summarizing voter turnout by subgroups, students see discrepancies and are prompted to draw thoughtful conclusions about how to change our voting system. The projects will empower students to take action on important social justice issues.

# data[].attributes.attachment_link.description
One to three weeks A functional voting system is imperative to a healthy democracy, and the current voting process in the United States has room for improvement. By working together to come up with solutions for improving voter registration or turnout, students can gain a wider perspective on issues relevant to their communities and better understand the link between social change and collective action.

# data[].attributes.attachment_link.readable_text
Estimated Time

Why?

Social media is a valuable tool for social justice advocates. It allows organizers to reach broad audiences, network with other organizations and gain visibility for their cause. Using social media as part of a classroom activity helps students think about social justice in concrete terms, apply their learning authentically and explore new dimensions of digital citizenship.

Get Ready

1. Review your school's policies on: (1) publicly sharing images of students; and (2) using social media within the school building. Secure administrative and parental permission for either activity if necessary.

2. Assess your students' technology strengths. How many have Twitter accounts? Devices? Access to the Internet? Do your students know how to create image shares? Have access to design software? Consult with your school librarian or with colleagues in the art or computer science departments to fill in the gaps.

3. Review adolescent- and teen-specific tips for being safe on social media.

Get Set

1. Show students examples of live Twitter chats created by organizations and individuals. Some examples include #StuVoice, #iCitizen and #CivicParticipation.

2. Discuss issues or themes from the central text that students are passionate about. Come to a class consensus on the topic for the chat.

3. Provide students with information about roles-moderators, greeter and archivist.

4. Provide students with the task rubric. Discuss the project components and objectives, and clarify how student work will be assessed.

5. Determine the length of the live chat, and select a date and time.

6. Instruct students to complete the Do Something Student Planning Guide and review the Tweeting for Change Planning Guide.

7. Instruct students to determine a hashtag to advertise the live Twitter chat and use during the chat itself.

8. Have students prepare 3-5 individual responses and questions that can be tweeted periodically to keep the conversation on track and share important information that may not otherwise be shared. Review the IDJA hashtags and model how students can use them in their individual responses.

9. Come to consensus on 5-7 questions to use during the live event. Assign students to create image shares for each.

10. Identify and invite a class or student organization in another school to participate in the chat; this will allow for a livelier discussion and a wider range of viewpoints.

11. Advertise the live Twitter chat on all social media and available school and community channels (announcements, posters, school newsletter) during the week leading up to the event.

Go!

(The student in the role responsible for the respective task should carry out these instructions.)

1. Start the live chat with a welcome message. Then introduce the Twitter chat team and ask the participants to introduce themselves. Make sure the greeter and moderators include the hashtag for the live chat event in every tweet sent and remind participants to do so as well.

2. Post the first question five minutes after the chat begins. Ask participants to respond using the letter A (for answer) with the corresponding number. Example: For Q1, participants should respond with A1.

3. Give participants the same amount of time to respond to each question (between 5-7 minutes).

4. As necessary, remind the moderators to retweet and follow up on key comments. Remind student to tweet their individual responses and questions during lulls to keep the conversation lively and to use hashtags from the anti-bias framework.

5. Conclude the chat by thanking the participants and sharing the student-generated related resources.

6. Archive the chat, and make the archive available to all students and participants.

Helpful Tips

Be selective about the tweets you respond to. It isn't necessary to reply to every tweet.

Reply and retweet as appropriate.

Offer links to resources. Use bitly.com to shorten the links if necessary.

Prepare students to intervene with negative, biased or inappropriate comments immediately, using statements like: "@ __________, Twitter etiquette dictates negative comments and conversations move to a different medium," or "@__________, we welcome differing points of view but want to keep it positive and productive in our forum."

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions:

Did you consider the chat a success? Why? What would you do differently next time?

What frustrations did you experience while planning the chat? What frustrations did you experience during the chat?

What is different about communicating via Twitter versus other media? What practical, ethical and social issues did you have to consider?

What did you learn about your topic from the conversation? What action would you consider taking based on what you've learned?

How does the material you discussed during the chat relate back to the central text?

English language learners

Preparing questions and answers prior to the live event benefits English language learners by exposing them to new vocabulary and requiring them to write in a space-limited format. Specifically, responding to complex concepts in 140 characters provides parameters that can challenge ELL students to practice using concise language and fine-tune their editing skills. The real-time tweeting of the students' individual questions and responses reinforces language usage skills in context.

Connection to anti-bias education

Social media provides a platform for individuals to communicate messages of solidarity and raise awareness of social justice issues. Live Twitter chats create a synchronous environment where diverse groups of people in different geographic locations can think and act collectively to increase awareness and effect change. The chat environment also offers the moderator potential opportunities to stand up for others or intervene to interrupt hateful or biased speech.

# data[].attributes.attachment_link.description
Social media is a valuable tool for social justice advocates. It allows organizers to reach broad audiences, network with other organizations and gain visibility for their cause. Using social media as part of a classroom activity helps students think about social justice in concrete terms, apply their learning authentically and explore new dimensions of digital citizenship.

# data[].attributes.attachment_link.readable_text
Estimated Time

Why?

Social media is a valuable tool for social justice advocates. It allows organizers to reach broad audiences, network with other organizations and gain visibility for their cause. Using social media as part of a classroom activity helps students think about social justice in concrete terms, apply their learning authentically and explore new dimensions of digital citizenship.

Get Ready

1. Review your school's policies on: (1) publicly sharing images of students; and (2) using social media within the school building. Secure administrative and parental permission for either activity if necessary.

2. Assess your students' technology strengths. How many have Twitter accounts? Devices? Access to the Internet? Do your students know how to create image shares? Have access to design software? Consult with your school librarian or with colleagues in the art or computer science departments to fill in the gaps.

3. Review adolescent- and teen-specific tips for being safe on social media.

Get Set

1. Show students examples of live Twitter chats created by organizations and individuals. Some examples include #StuVoice, #iCitizen and #CivicParticipation.

2. Discuss issues or themes from the central text that students are passionate about. Come to a class consensus on the topic for the chat.

3. Provide students with information about roles-moderators, greeter and archivist.

4. Provide students with the task rubric. Discuss the project components and objectives, and clarify how student work will be assessed.

5. Determine the length of the live chat, and select a date and time.

6. Instruct students to complete the Do Something Student Planning Guide and review the Tweeting for Change Planning Guide.

7. Instruct students to determine a hashtag to advertise the live Twitter chat and use during the chat itself.

8. Have students prepare 3-5 individual responses and questions that can be tweeted periodically to keep the conversation on track and share important information that may not otherwise be shared. Review the IDJA hashtags and model how students can use them in their individual responses.

9. Come to consensus on 5-7 questions to use during the live event. Assign students to create image shares for each.

10. Identify and invite a class or student organization in another school to participate in the chat; this will allow for a livelier discussion and a wider range of viewpoints.

11. Advertise the live Twitter chat on all social media and available school and community channels (announcements, posters, school newsletter) during the week leading up to the event.

Go!

(The student in the role responsible for the respective task should carry out these instructions.)

1. Start the live chat with a welcome message. Then introduce the Twitter chat team and ask the participants to introduce themselves. Make sure the greeter and moderators include the hashtag for the live chat event in every tweet sent and remind participants to do so as well.

2. Post the first question five minutes after the chat begins. Ask participants to respond using the letter A (for answer) with the corresponding number. Example: For Q1, participants should respond with A1.

3. Give participants the same amount of time to respond to each question (between 5-7 minutes).

4. As necessary, remind the moderators to retweet and follow up on key comments. Remind student to tweet their individual responses and questions during lulls to keep the conversation lively and to use hashtags from the anti-bias framework.

5. Conclude the chat by thanking the participants and sharing the student-generated related resources.

6. Archive the chat, and make the archive available to all students and participants.

Helpful Tips

Be selective about the tweets you respond to. It isn't necessary to reply to every tweet.

Reply and retweet as appropriate.

Offer links to resources. Use bitly.com to shorten the links if necessary.

Prepare students to intervene with negative, biased or inappropriate comments immediately, using statements like: "@ __________, Twitter etiquette dictates negative comments and conversations move to a different medium," or "@__________, we welcome differing points of view but want to keep it positive and productive in our forum."

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions:

Did you consider the chat a success? Why? What would you do differently next time?

What frustrations did you experience while planning the chat? What frustrations did you experience during the chat?

What is different about communicating via Twitter versus other media? What practical, ethical and social issues did you have to consider?

What did you learn about your topic from the conversation? What action would you consider taking based on what you've learned?

How does the material you discussed during the chat relate back to the central text?

English language learners

Preparing questions and answers prior to the live event benefits English language learners by exposing them to new vocabulary and requiring them to write in a space-limited format. Specifically, responding to complex concepts in 140 characters provides parameters that can challenge ELL students to practice using concise language and fine-tune their editing skills. The real-time tweeting of the students' individual questions and responses reinforces language usage skills in context.

Connection to anti-bias education

Social media provides a platform for individuals to communicate messages of solidarity and raise awareness of social justice issues. Live Twitter chats create a synchronous environment where diverse groups of people in different geographic locations can think and act collectively to increase awareness and effect change. The chat environment also offers the moderator potential opportunities to stand up for others or intervene to interrupt hateful or biased speech.

# data[].attributes.attachment_link.description
Social media is a valuable tool for social justice advocates. It allows organizers to reach broad audiences, network with other organizations and gain visibility for their cause. Using social media as part of a classroom activity helps students think about social justice in concrete terms, apply their learning authentically and explore new dimensions of digital citizenship.

# data[].attributes.attachment_link.readable_text
1. Students should evaluate their research to determine the best recipient for their letter. Who is in the position to make change? Who has the greatest impact on the issue?

2. Provide students with ample time to research, draft, revise, peer edit and publish their letter. Integrate the writing processes used in your classroom.

3. Ask students to read their letters out loud in class. Provide time for students to respond to each other's work and provide peer feedback.

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions include:

What did you learn from this experience? What moments of the process stand out for you?

How did your letter relate back to our reading of the central text?

What did you expect to happen when you wrote the letter? Did the result match your expectation?

Did you receive a response? What will you do if you do not receive a response?

Discuss the effectiveness of writing for social change.

English language learners

English language learners can benefit from seeing a variety of sample letters that model the items assessed on the rubric. When presenting sample letters, explicitly teach the vocabulary unique to the task, such as the word "sincerely." Provide opportunities to discuss work with peers. When providing feedback, make your comments specific and clear.

Connection to anti-bias education

Literacy development through writing encourages students to combine identity and action. Letters allow students to communicate directly with someone who can effect change. Developing formal writing skills is in itself a liberating act-the more confident students feel as writers, the more natural it will be for them to use writing to address injustice.

# data[].attributes.attachment_link.title
Truth to Power: Writing Letters for Change

# data[].attributes.attachment_link.description
Students should evaluate their research to determine the best recipient for their letter. Who is in the position to make change? Who has the greatest impact on the issue? Provide students with ample time to research, draft, revise, peer edit and publish their letter. Integrate the writing processes used in your classroom.

# data[].attributes.attachment_link.readable_text
1. Students should evaluate their research to determine the best recipient for their letter. Who is in the position to make change? Who has the greatest impact on the issue?

2. Provide students with ample time to research, draft, revise, peer edit and publish their letter. Integrate the writing processes used in your classroom.

3. Ask students to read their letters out loud in class. Provide time for students to respond to each other's work and provide peer feedback.

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions include:

What did you learn from this experience? What moments of the process stand out for you?

How did your letter relate back to our reading of the central text?

What did you expect to happen when you wrote the letter? Did the result match your expectation?

Did you receive a response? What will you do if you do not receive a response?

Discuss the effectiveness of writing for social change.

English language learners

English language learners can benefit from seeing a variety of sample letters that model the items assessed on the rubric. When presenting sample letters, explicitly teach the vocabulary unique to the task, such as the word "sincerely." Provide opportunities to discuss work with peers. When providing feedback, make your comments specific and clear.

Connection to anti-bias education

Literacy development through writing encourages students to combine identity and action. Letters allow students to communicate directly with someone who can effect change. Developing formal writing skills is in itself a liberating act-the more confident students feel as writers, the more natural it will be for them to use writing to address injustice.

# data[].attributes.attachment_link.title
Truth to Power: Writing Letters for Change

# data[].attributes.attachment_link.description
Students should evaluate their research to determine the best recipient for their letter. Who is in the position to make change? Who has the greatest impact on the issue? Provide students with ample time to research, draft, revise, peer edit and publish their letter. Integrate the writing processes used in your classroom.

# data[].attributes.attachment_link.readable_text
Estimated time

Two to three weeks

The task allows students to see that, although the road to equity is challenging, real people are working tirelessly to make positive change. The interview itself showcases interpersonal skills students will need throughout their lives: generating quality questions, conducting background research, connecting with others, listening, and synthesizing information in a formal presentation or written work. This task also helps build bridges between the community and educational settings.

How?

Get Ready

1. Gather a list of organizations and people in your community who would be open to being interviewed by students. Allow students to identify local change agents on their own.

2. Search for examples of quality interviews on the subjects of justice and equity. The Perspectives anthology contains interview examples.

3. Determine if students will work individually or in groups.

Get Set

1. As a class, create criteria for the definition of "change agent." Allow students to debate what qualifies as an agent or organization working for change. Brainstorm lists of change agents.

2. Provide students with information about supplies, work schedule and due dates. Use the rubric to define expectations and project components and to clarify how you will assess student work. Be clear about how you expect students to present their findings (PowerPoint, speech with note cards, essay, etc.)

3. Introduce students to the Do Something Student Planning Guide and use to help students plan their interview and case study. The planning process should help guide student decision making.

4. Provide time for students to research and learn about their change agent(s). Explain that potential contacts may be slow to respond, so they should reach out to more than one possible interview candidate.

5. Teach students effective interview techniques. Find the lessons and materials that reinforce these skills.

Go!

1. Model how to write interview questions. Ask students to compose interview questions and review them before the scheduled interview.

2. Arrange for students to conduct practice interviews with peers.

3. Monitor progress as students arrange their interviews (making the initial request, recording the date and time, asking if the interview can be recorded, sending a confirmation, etc.).

4. Have students conduct the interviews, either through email, in person, or on the phone.

5. Have students synthesize the interview material into a profile about the person or organization. You may want to create a graphic organizer to indicate the information students should include (e.g., name, position, personal or organizational mission, inspiration for their work, challenges they've faced, advice they have for younger change agents).

6. Allow time for all students or groups to present their profiles. Students should question each other about the change agents they interviewed.

Reflection

1. Have students write letters thanking the individuals or groups interviewed.

2. Create a bulletin board or reflection wall where students can post quotes and photographs from their interviews.

English language learners

Discuss different forms of interviews and the purpose of interviewing someone. Show video clips and reflect on the types of questions people ask during interviews. Explicitly teach vocabulary associated with the task ("interview," "confirmation," etc.). Allow time for English language learners to practice the initial contact and the interview questions.

Connection to anti-bias education

This task produces multiple examples of interviews addressing a variety of social justice topics. Students connect themes from the central text with social change work being done in their community. They are able to see the challenges and triumphs, strategies and tools associated with this work. Students will understand that they are not alone in their desire for social justice and that addressing these challenges can lead to rewarding careers and projects.

# data[].attributes.attachment_link.description
Students investigate, interview and profile a person working for equity and social change. The person can work on the local, national or international level, with an organization or as an individual. The compiled profiles will form a resource for other students in the future.

# data[].attributes.attachment_link.readable_text
Estimated time

Two to three weeks

The task allows students to see that, although the road to equity is challenging, real people are working tirelessly to make positive change. The interview itself showcases interpersonal skills students will need throughout their lives: generating quality questions, conducting background research, connecting with others, listening, and synthesizing information in a formal presentation or written work. This task also helps build bridges between the community and educational settings.

How?

Get Ready

1. Gather a list of organizations and people in your community who would be open to being interviewed by students. Allow students to identify local change agents on their own.

2. Search for examples of quality interviews on the subjects of justice and equity. The Perspectives anthology contains interview examples.

3. Determine if students will work individually or in groups.

Get Set

1. As a class, create criteria for the definition of "change agent." Allow students to debate what qualifies as an agent or organization working for change. Brainstorm lists of change agents.

2. Provide students with information about supplies, work schedule and due dates. Use the rubric to define expectations and project components and to clarify how you will assess student work. Be clear about how you expect students to present their findings (PowerPoint, speech with note cards, essay, etc.)

3. Introduce students to the Do Something Student Planning Guide and use to help students plan their interview and case study. The planning process should help guide student decision making.

4. Provide time for students to research and learn about their change agent(s). Explain that potential contacts may be slow to respond, so they should reach out to more than one possible interview candidate.

5. Teach students effective interview techniques. Find the lessons and materials that reinforce these skills.

Go!

1. Model how to write interview questions. Ask students to compose interview questions and review them before the scheduled interview.

2. Arrange for students to conduct practice interviews with peers.

3. Monitor progress as students arrange their interviews (making the initial request, recording the date and time, asking if the interview can be recorded, sending a confirmation, etc.).

4. Have students conduct the interviews, either through email, in person, or on the phone.

5. Have students synthesize the interview material into a profile about the person or organization. You may want to create a graphic organizer to indicate the information students should include (e.g., name, position, personal or organizational mission, inspiration for their work, challenges they've faced, advice they have for younger change agents).

6. Allow time for all students or groups to present their profiles. Students should question each other about the change agents they interviewed.

Reflection

1. Have students write letters thanking the individuals or groups interviewed.

2. Create a bulletin board or reflection wall where students can post quotes and photographs from their interviews.

English language learners

Discuss different forms of interviews and the purpose of interviewing someone. Show video clips and reflect on the types of questions people ask during interviews. Explicitly teach vocabulary associated with the task ("interview," "confirmation," etc.). Allow time for English language learners to practice the initial contact and the interview questions.

Connection to anti-bias education

This task produces multiple examples of interviews addressing a variety of social justice topics. Students connect themes from the central text with social change work being done in their community. They are able to see the challenges and triumphs, strategies and tools associated with this work. Students will understand that they are not alone in their desire for social justice and that addressing these challenges can lead to rewarding careers and projects.

# data[].attributes.attachment_link.description
Students investigate, interview and profile a person working for equity and social change. The person can work on the local, national or international level, with an organization or as an individual. The compiled profiles will form a resource for other students in the future.

# data[].attributes.attachment_link.readable_text
Estimated time

Why?

Creating children's picture books that others can enjoy and learn from is exciting for students. By writing their own story, students can process topics from the central text in a novel context. Doing original writing and illustrating encourages students to see how literacy and art can be connected to inform others.

1. Review major themes and topics in central text.

2. Prepare and provide students with planning tools, such as:

Storyboard graphic organizer

Story mountain graphic organizer

Story map graphic organizer

3. Assess resources for producing illustrations and binding completed picture books. (Three-ring binders with transparent sleeves work well if available.)

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete their picture book.

2. Share the sample rubric or adapt it into a checklist for students. Refer to the rubric to define expectations.

3. As a class, review important elements of a story, such as:

Characters

Descriptive language

Dialogue

Internal thoughts and feelings

Plot events

Sequencing

Setting

4. Put students in small groups. Give them time to brainstorm ideas for their social justice picture book. Remind them not to replicate the central text.

5. Have students map out the details of their stories using graphic organizers.

Discuss planning across the pages to ensure the storyline is logical and connects to the central text.

Discuss audience and how to make the story clear for very young children.

Each student in the group should play an active, equitable role in the planning, writing and illustrating.

6. Instruct students to produce the first draft of the written story. Have the groups peer edit the drafts and revise.

7. Have students discuss and produce illustrations to accompany text.

8. Publish final drafts of books.

Go!

1. Arrange for students to read their published books to an audience. Possible audiences include:

Other classes

Families

Younger students from lower grades

2. Add published books to classroom or school library for further sharing.

Reflection

Students can journal about their picture book. Some suggested reflection questions include:

How does your picture book connect to a theme from the central text?

What is the message of your group's book?

How is this message communicated to the reader?

English language learners

While this task is heavily language-based, its collaborative nature allows students learning English to contribute and demonstrate their learning in a supportive, cooperative setting. Provide graphic organizers to scaffold the task. Encourage students to take on various roles within each group and contribute in ways beyond writing, such as illustrating, organizing and design, etc. This task engages linguistic, interpersonal and spatial/artistic learning modalities.

Connection to anti-bias education

The children's book task allows students to demonstrate their learning with an audience other than the teacher in mind. Students contribute their perspectives and ideas to a collective project, which enriches the assessment process and encourages students to compromise and learn from one another. Creating picture books teaches students how to combine art and literacy in a creative, entertaining and educational way.

# data[].attributes.attachment_link.description
Creating children's picture books that others can enjoy and learn from is exciting for students. By writing their own story, students can process topics from the central text in a novel context. Doing original writing and illustrating encourages students to see how literacy and art can be connected to inform others.

# data[].attributes.attachment_link.readable_text
Estimated time

Why?

Drafting letters requires students to grow as writers by articulating their opinions, supporting their ideas with solid evidence and crafting their arguments for a target audience. Thinking creatively about possible solutions to real problems also helps students understand their agency to affect change.

How?

Get Ready

1. Review with students the components of a formal persuasive letter. Be sure to include:

Greeting

Introduction to the issue

Supporting evidence

Proposed solutions

Possible counterarguments

Potential changes/impacts

Closing

Signature

2. Brainstorm topics and themes related to the central text.

3. Match topics with potential audiences. These may include:

Companies

Organizations

Community leaders

Government

Administrators

School community

Families

Peers

4. Discuss methods for locating addresses (physical or e-mail).

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete their persuasive letters.

2. Share the sample rubric or adapt it into a checklist for students. Refer to the rubric to define expectations.

3. Review the list of brainstormed issues. Have students select the issue(s) they would like to address in their letter. Students can assess their interest and prior knowledge and can research topics further if necessary.

4. Brainstorm possible audiences. Have students choose who their audience will be.

5. Review the components of a formal letter.

Go!

1. Have students create outlines of their letters.

2. Have students compose drafts of their letters.

3. Coach students to peer edit or independently revise their letter drafts.

4. Have students complete their final letter drafts. Students should read and comment on one another's letters.

5. If they have not already done so, support students in finding the e-mail or physical mailing addresses of their letter recipient(s).

6. Ask students to plan how they'll share open letters with the class, grade, school or teacher (post them on a bulletin board, print them in a school newspaper, read them during announcements, etc.).

7. Double check final letter or e-mail components.

8. Have students send their persuasive letters.

9. Organize a "publishing party." Display letters so all students (and families, if invited) can read them. Readers can leave comments on sticky notes.

Reflection

1. Facilitate a class discussion on the letter-writing process and final product using the rubric components referenced in pre-writing.

2. Ask students to share how their letters connect to the themes present in the central text and why the issues resonated with them.

3. Ask students to predict whether or not they will receive a reply and why.

4. Share replies to letters (if received) with students and further discuss them.

English language learners

Graphic organizers can guide English language learners throughout the process of crafting their letters (for example, an organizer that breaks down the format and components of the letter with prompting questions and guiding visuals). Sentence starters can also help ensure students' letters include important persuasive elements.

Connection to anti-bias education

Persuasive letters allow students to inspire others and create positive social change. Choosing an issue or opinion, supporting it with a strong written argument and brainstorming possible solutions provides students with experience addressing social issues. Students may feel particularly motivated to voice their opinions in the future if they receive a response.

# data[].attributes.attachment_link.description
Drafting letters requires students to grow as writers by articulating their opinions, supporting their ideas with solid evidence and crafting their arguments for a target audience. Thinking creatively about possible solutions to real problems also helps students understand their agency to affect change. Review with students the components of a formal persuasive letter.

# data[].attributes.attachment_link.readable_text
Skip to main content

What?

Students conduct interviews and record personal experiences focused on a specific theme from the central text. They then synthesize and present the information as a an article, pamphlet, poster or other medium of their choice.

Estimated Time

Why?

Oral history projects are a powerful tool for meaningful learning about a member of one's community. Interviews often reveal personal, social, economic or cultural factors that affect a person's experiences, perspective and identity. Oral histories can bring a human element to a theme from the central text.

1. As a class, generate topics that connect to central text themes. Brainstorm possible interview questions based on these topics.

2. Help students generate ideas for interview subjects. Some students may interview family members while others may choose community members outside of school. Ensure diversity among interviewees to encourage sharing of different kinds of stories, experiences and perspectives.

3. Create a letter describing the project for students to give interviewees.

4. Assist students in finding interviewees. Ideally, each student should interview someone whose identity differs in at least one important way. These might include:

Race

Culture

Religion

Language

Gender

Family structure

Socioeconomic status/class

National origins

Ability/disability

Sexual orientation

5. Model an interview with the class.

6. Assist students in scheduling their interviews. Interviews can be done during school hours if time allows.

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete their oral history project.

2. Share the sample rubric or adapt it into a checklist for students. Refer to the rubric to define expectations.

3. Work with students to finalize interview questions based on their selected interviewee.

4. Ensure that each interviewee meets requirements of the project (i.e., that each interviewee differs from each interviewer in at least social identifier).

Go!

1. Students conduct their interviews and record the resulting conversations.

2. Students present the histories in a medium of their choice, such as an article, pamphlet or poster.

3. Display students' oral history projects for the class to read and enjoy. Encourage students to take turns reading them and giving feedback.

4. Share students' oral history projects with the larger school community by hanging them on a bulletin board or putting them on display in a public space.

Reflection

1. Conduct a class discussion during which students reflect on the intersectionality of identities.

2. Students can journal about how their oral history interview reflected or changed their thinking about central text themes. Encourage students to compare and contrast themes, perspectives and experiences based on reading oral history projects.

English language learners

Students learning English can develop and apply both their written language and oral conversational skills through the interview processes. Consider allowing students to conduct the oral history projects in their native languages; this can be an especially valuable modification when interviewing family members. Students can then translate the findings into English, building their English language skills as well. This task engages linguistic, intra-personal, inter-personal and spatial/artistic learning modalities (depending on the media students use to present the histories).

Connection to anti-bias education

Oral histories allow insight into the diverse perspectives, identities, experiences and viewpoints of people across a community. This task allows students the opportunity to learn more about, better understand and appreciate the experiences, identities, and perspectives of others, a critical component of anti-bias education.

# data[].attributes.attachment_link.description
Skip to main content Students conduct interviews and record personal experiences focused on a specific theme from the central text. They then synthesize and present the information as a an article, pamphlet, poster or other medium of their choice. Oral history projects are a powerful tool for meaningful learning about a member of one's community.

# data[].attributes.attachment_link.readable_text
1. Allow several class periods for students to film, record and create their PSAs

2. Share student PSAs with family and community members. If social media is prohibited, screen the videos and digital posters in the cafeteria, classroom or other school space. If social media use is encouraged, consider setting up a class Facebook page, YouTube channel or wiki to share PSAs with a wider audience.

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions:

What did you learn from the PSAs that you watched? What was your favorite PSA? What were its strengths? Why was the PSA effective?

Discuss the effectiveness of using digital media for social justice change.

What did you learn from this experience? What about the process stands out for you?

How do our PSAs relate back to the central text?

English language learners

English language learners can benefit from exposure to a variety of PSAs. Explicitly teach the purpose of PSAs and any associated vocabulary, including technology-related words. If students are actors in the PSA, have them practice their lines with you before recording.

Connection to anti-bias education

PSAs encourage students to create messages of action and raise awareness of social issues. This task moves students from passive forms of social action ("liking" something on Facebook or commenting on YouTube) into active use of multimedia to effect change.

# data[].attributes.attachment_link.description
Allow several class periods for students to film, record and create their PSAs Share student PSAs with family and community members. If social media is prohibited, screen the videos and digital posters in the cafeteria, classroom or other school space.

# data[].attributes.attachment_link.readable_text
1. Allow several class periods for students to film, record and create their PSAs

2. Share student PSAs with family and community members. If social media is prohibited, screen the videos and digital posters in the cafeteria, classroom or other school space. If social media use is encouraged, consider setting up a class Facebook page, YouTube channel or wiki to share PSAs with a wider audience.

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions:

What did you learn from the PSAs that you watched? What was your favorite PSA? What were its strengths? Why was the PSA effective?

Discuss the effectiveness of using digital media for social justice change.

What did you learn from this experience? What about the process stands out for you?

How do our PSAs relate back to the central text?

English language learners

English language learners can benefit from exposure to a variety of PSAs. Explicitly teach the purpose of PSAs and any associated vocabulary, including technology-related words. If students are actors in the PSA, have them practice their lines with you before recording.

Connection to anti-bias education

PSAs encourage students to create messages of action and raise awareness of social issues. This task moves students from passive forms of social action ("liking" something on Facebook or commenting on YouTube) into active use of multimedia to effect change.

# data[].attributes.attachment_link.description
Allow several class periods for students to film, record and create their PSAs Share student PSAs with family and community members. If social media is prohibited, screen the videos and digital posters in the cafeteria, classroom or other school space.

# data[].attributes.attachment_link.readable_text
1. Plan mini-lessons and class work time for conducting interviews, adding photography and art, drafting, peer editing, revising and publishing.

2. Share finished products with the school and wider communities. Consider holding a press conference, issuing a press release, or doing a mass mailing to gain attention and support for your students' causes.

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Suggested reflection questions:

What was your favorite piece of journalism? What were its strengths? How was it effective in conveying the message?

Discuss the effectiveness of using journalism for social justice change.

What did you learn from this experience? What about the process stands out for you? What did you learn about yourself as a writer, illustrator, reporter or editor?

How does the final product relate back to the central text?

English language learners¹

Provide ample time for students to explore and discuss a variety of school newspapers, local papers or online journalism samples. these models. Explicitly teach vocabulary specific to the task, such as "editorial," " pamphlet," " survey," etc. Make time for students to discuss their work with peers and to meet with you. Make your comments explicit and clear.

Connection to anti-bias education

Journalism allows students to explore issues of individual and local identity, and identify opportunities for improvement within the community, schools and classrooms. In addition, journalism promotes issue awareness. Journalism can also function as a call to action.

# data[].attributes.attachment_link.description
Plan mini-lessons and class work time for conducting interviews, adding photography and art, drafting, peer editing, revising and publishing. Share finished products with the school and wider communities. Consider holding a press conference, issuing a press release, or doing a mass mailing to gain attention and support for your students' causes.

# data[].attributes.attachment_link.readable_text
1. Plan mini-lessons and class work time for conducting interviews, adding photography and art, drafting, peer editing, revising and publishing.

2. Share finished products with the school and wider communities. Consider holding a press conference, issuing a press release, or doing a mass mailing to gain attention and support for your students' causes.

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Suggested reflection questions:

What was your favorite piece of journalism? What were its strengths? How was it effective in conveying the message?

Discuss the effectiveness of using journalism for social justice change.

What did you learn from this experience? What about the process stands out for you? What did you learn about yourself as a writer, illustrator, reporter or editor?

How does the final product relate back to the central text?

English language learners¹

Provide ample time for students to explore and discuss a variety of school newspapers, local papers or online journalism samples. these models. Explicitly teach vocabulary specific to the task, such as "editorial," " pamphlet," " survey," etc. Make time for students to discuss their work with peers and to meet with you. Make your comments explicit and clear.

Connection to anti-bias education

Journalism allows students to explore issues of individual and local identity, and identify opportunities for improvement within the community, schools and classrooms. In addition, journalism promotes issue awareness. Journalism can also function as a call to action.

# data[].attributes.attachment_link.description
Plan mini-lessons and class work time for conducting interviews, adding photography and art, drafting, peer editing, revising and publishing. Share finished products with the school and wider communities. Consider holding a press conference, issuing a press release, or doing a mass mailing to gain attention and support for your students' causes.

# data[].attributes.attachment_link.readable_text
1. Provide ample time and access to online resources so that students can research the problem and crosscheck their ideas to ensure their product or process is original.

2. Students should document the following steps in their invention process:

Identify the problem or issue of concern.

Research the problem.

Brainstorm a list of ideas that might solve the problem.

Crosscheck for same or similar ideas

Design (draw, sketch, mind map) the product or process.

Name the invented product or process.

3. Depending on time, have students develop their inventions into the next stage by building an actual tool, object, or device. If less time is available, have students turn in the blueprint for their invention.

4. Once inventions are complete, hold a Gallery Walk or demo of inventions:

Arrange the room to showcase inventors or inventions. Hang chart paper next to each invention.

Provide time for students to present to and interview each other about their ideas.

Instruct students to rotate throughout the room recording feedback on the chart paper.

Provide time for individuals or collaborative groups to read, review and discuss the posted comments.

Consider inviting outside "evaluators" as special guests (local celebrities and leaders, other teachers, administrators, other classes, community members, higher ed. Instructors, etc.).

Reflection

Use journal writing or Talking Circles to facilitate student reflection. Some suggested reflection questions are:

What invention caught your attention? What were its strengths?

Discuss the effectiveness of using invention for social change.

What did you learn from this experience? What moments of the process stand out for you? What did you learn from other inventors?

How did our inventions relate back to our reading of the central text?

English language learners

Explicitly teach vocabulary associated with the task (" product," "identify," "research," "brainstorm," "crosscheck," "design,"etc.). Supply English language learners with additional vocabulary words that may help in the presentation of their final product. Show students a variety of modern inventions, and give them plenty of time to practice their presentations.

Connection to anti-bias education

Inventing is action. It requires a close look at a social issue and encourages deep discussion about products and processes that could end injustices. It also encourages students to look at issues through diverse lenses. Through the act of invention, students may begin ask themselves why and how products and processes gain momentum in the first place. They will begin to realize that they have the power to be inventive thinkers and create change within local communities or markets.

# data[].attributes.attachment_link.description
Provide ample time and access to online resources so that students can research the problem and crosscheck their ideas to ensure their product or process is original. Students should document the following steps in their invention process: Identify the problem or issue of concern. Research the problem.

# data[].attributes.attachment_link.readable_text
What?

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

Identity portraits give students an opportunity to consider their peers through a social justice lens. Creating portraits encourages students to get to know one another better through interviewing their peers about facets of their identities, perspectives and values.

How?

1. Introduce the concept of identity portraits. Model the creation of an identity portrait for students, perhaps with another teacher familiar to the class.

2. Facilitate a discussion about a character or figure from the central text and how their identity and actions represent social justice themes. As a class, brainstorm symbols that represent the identity and themes under discussion (e.g., scales of justice, Star of David, etc.).

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete their identity portrait.

2. Share the sample rubric or adapt it into a checklist for students. Refer to the rubric to define expectations.

3. Share sample interview questions with students related to identity, diversity, justice, values and beliefs. Model how to make connections between the content of the interview and the symbolism in the portrait. For example, a student might ask their classmate about something they care about; if the interviewee were to mention global peace and nonviolence, the interviewer could include a peace sign in the portrait background.

4. Support students in generating their own interview questions. To ensure that students feel adequately represented, both the interviewer and the interviewee will converse and work together to agree on the symbols to be included in the portraits

Go!

1. Students will create identity portraits of their classmate in the medium of their choice (collage, watercolor, colored pencil, etc.). Each portrait should include symbols representing the subject in the background.

2. Assemble the portraits on a bulletin board. If students feel comfortable, consider displaying the portraits outside of the classroom so other members of the school community can observe students' work.

Reflection

Students can journal about how their identity portrait reflected central text themes. Some suggested reflection questions include:

What did you learn about yourself and your classmate through the process?

How are you similar to and different from your classmates?

How do the themes or topics present in the central text connect to the portraits and their representation of identity?

English language learners

Identity portraits provide students with an interactive, creative way to demonstrate their learning through a task that is not purely language-based. This task engages spatial/artistic and interpersonal learning modalities.

Connection to anti-bias education

The process of creating identity portraits teaches students to think deeply about identities, values, interests and beliefs, all central to the goals of the anti-bias education. Students gain a better understanding of the diversity within their class and reflect on their own identities.

# data[].attributes.attachment_link.description
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.attachment_link.readable_text
1. Brainstorm possible scenarios from the central text that relate to issues of fairness.

2. Group students strategically. Each student in the group should take on a role in writing and performing.

3. Gather new or recycled materials for costumes and props. If possible, coordinate with an art or drama teacher.

4. Adapt the sample rubric into a visual checklist. Refer to the rubric to define expectations and components of the Fairness Fair before students begin working. Define expectations for equitable collaboration.

Get Set

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare for the Fairness Fair.

2. Brainstorm possible topics and themes explored in the central text that relate to fairness.

3. Put students in groups and instruct them to plan and prepare short skits or stories about fairness. Scripts should reflect content related to the central text's themes and topics; however, students can be creative in how they convey their understandings. Consider providing graphic organizers with story boxes to aid in planning storylines.

4. Give students time to create costumes and props. Have groups decide which students will perform which parts.

5. Give students ample time to rehearse telling their story or performing their skit.

Go!

1. Think about creative ways to physically transform the classroom into a Fairness Fair. For example, students can decorate the room and create posters with positive social messages or quotes about fairness.

2. Plan how seating will be arranged for the Fairness Fair.

3. Determine whom to invite to the Fairness Fair. Consider including:

Other classes

Other grades

Families

Members of greater school community

4. Host the Fairness Fair. Have students perform their skits and stories. Encourage students to snap or clap to show support for each group. Ask audience members to share feedback orally.

Reflection

Ask students to reflect on how their skit or story reflects the theme of fairness and connects to the central text during a class discussion or private journal reflection. Possible questions include:

How did a topic or theme from the central text relate to your skit/story?

What important message about fairness did your skit/story express to your audience?

Has a situation like any of those in the skits/stories happened to you or someone you know before? What did/would you do in that situation? How did/would you feel?

English language learners

This task allows students to communicate ideas and feelings expressively, but the heavy language focus can be challenging. Graphic organizers can help scaffold and support the skit- or story-writing process. This project engages linguistic, spatial/artistic, kinesthetic, and interpersonal learning modalities.

Connection to anti-bias education

The Fairness Fair encourages students to share their work and experiences in a safe, supportive space. Role-playing and storytelling are creative forms of writing that convey thoughts, feelings and understandings related to fairness in the writer's voice. By sharing their work with others, students can learn from and be inspired by one another.

# data[].attributes.attachment_link.description
Brainstorm possible scenarios from the central text that relate to issues of fairness. Group students strategically. Each student in the group should take on a role in writing and performing. Gather new or recycled materials for costumes and props. If possible, coordinate with an art or drama teacher.

# data[].attributes.attachment_link.readable_text
Estimated time

Why?

This task builds awareness of individuals in students' communities who promote fairness and inclusion. Learning about real people encourages students to think about their own power as change agents. This task also helps build bridges between the community and educational settings.

How?

Get Ready

1. Brainstorm a list of diverse community members who engage in positive work and make important contributions. Consider approaching:

Family members and friends

School community members

Other community members

2. Arrange for community members to visit, call or Skype the classroom so students can conduct interviews about their social justice work during school time.

3. Adapt the sample rubric into a visual checklist. Refer to the rubric to define expectations and components of community spotlight trading cards before students begin working.

Get Set

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare for their trading cards.

2. Explore examples of positive community contributions with students.

3. Coach students on how to ask questions so interviewees are prompted to share relevant facts or "statistics" and pertinent information. For very young children, facilitate the interviews with a group of children. Facts should include:

What they do

Who they work with

The purpose of their work

4. Give students time to plan their cards. Prompt them to draw portraits of their community members and record statistics about them on the card.

Go!

Have students share their "trading cards" with the whole class. Student can switch cards with a classmate, read it, then "trade" it to a different person.

Reflection

Facilitate a class discussion during which students:

Reflect further on how the contributions of community members connect to central text themes;

Share why different community leaders' positive contributions are important;

Connect work of community leaders to important issues that impact community.

English language learners

This task offers an assessment option that balances art and writing in a way that is both creative and visually appealing. Graphic organizers, planning sheets and sentence starters can assist with the linguistic component of the task. The task focuses on spatial/artistic, linguistic and interpersonal learning modalities.

Connection to anti-bias education

Identifying community members engaged in social justice work allows students to forge strong connections between their learning and positive social action, in and out of the classroom.

# data[].attributes.attachment_link.description
This task builds awareness of individuals in students' communities who promote fairness and inclusion. Learning about real people encourages students to think about their own power as change agents. This task also helps build bridges between the community and educational settings. Brainstorm a list of diverse community members who engage in positive work and make important contributions.

# data[].attributes.attachment_link.readable_text
Estimated time

One week

Public art can be informative, inspiring and empowering for both artists and audiences. A community puzzle mural has the power to spark dialogue around important issues among teachers, students, families, staff and visitors. The collaborative task produces a final product that combines many individual visions.

How?

Get Ready

1. Secure space for mural, preferably in a public space with foot traffic so many people can admire and interact with the work.

2. Assess resources for creating and decorating large cardboard or paper puzzle pieces.

3. Provide examples of community murals and public artworks from public arts programs. If possible, take students on a "virtual tour" of murals through the City of Philadelphia Mural Arts Program website.

4. Determine student groupings. Students can work as a whole class or be grouped by interest in certain topics or messages. For poster campaigns, students can work individually, in partnerships or in small groups.

5. Adapt the sample rubric into a visual checklist. Refer to the rubric to define expectations and components of a community puzzle mural before students begin working. Define expectations for equitable collaboration.

Get Set

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare a community puzzle mural.

2. As a class, generate puzzle mural content and messages that connect to central text themes. Murals should incorporate information and positive social messages to heighten awareness and action. Positive messages may relate to acceptance, inclusion, diversity, equity or justice depending on the central text and the interests of the group.

3. Students should work together to create their designs on large, cut-out puzzle pieces provided to each group.

Go!

1. After completing their puzzle pieces, direct students to assemble the pieces to form a large puzzle mural.

2. Arrange a "launch" celebration to unveil student's artwork. Consider including:

Other classes

Other grades

Families

Other members of school community

3. Consider how viewers can interact with the piece. For example, a "reaction box" can be placed near the mural so people can leave comments, connections and questions for the artists. Invite visitors to see and/or comment on bulletin board. Consider including:

Reflection

Facilitate a class discussion or assign a journal entry about how the mural reflected central text themes and impacted the community. Some suggested reflection questions:

What topic or theme from the central text was included in your mural or poster campaign?

What important message did your mural or poster campaign express to your audience?

English language learners

A community puzzle mural gives students an assessment option that is creative, visually appealing and not solely language-based. Students can express their ideas and feelings through their artwork. This project focuses on linguistic, interpersonal spatial/artistic, and kinesthetic learning modalities.

Connection to anti-bias education

In history and today, large-scale public art has been used in communities to raise issues and advocate for social change. By creating a community mural, students work together to spread awareness, demonstrating a commitment to social action. The puzzle element is a particularly powerful visual representation of the ways that people and issues are interconnected within a community.

# data[].attributes.attachment_link.description
One week Public art can be informative, inspiring and empowering for both artists and audiences. A community puzzle mural has the power to spark dialogue around important issues among teachers, students, families, staff and visitors. The collaborative task produces a final product that combines many individual visions.

# data[].attributes.attachment_link.readable_text
Two to three weeks

Community newsletters encourage students to use nonfiction writing to voice their opinions and spread awareness about social justice issues impacting their communities. The act of creating and publishing the newsletter gives students a deeper understanding of the connection between literacy and social action.

How?

Get Ready

1. Determine what kinds of nonfiction writing students have studied.

2. Explore nonfiction formats such as "how to" writing, expert articles, persuasive essays, interviews and book reviews.

3. Gather resources and examples of newsletters as models.

4. Determine how to assign newsletter contributions and group contributors. The material may be produced as a class, individually, in pairs and in small groups.

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete the newsletter.

2. Share the sample rubric or adapt it into a checklist. Refer to the rubric to define expectations before students begin working.

3. Brainstorm topics that connect to central text.

4. Determine the audience for the community newsletter (other classes, other grades, families, larger school community, outside community members, etc.). Talk to students about their intended audience.

5. Instruct students to choose nonfiction writing and art styles for their contributions.

6. Direct students to plan and draft their art and written work. Allow time for feedback, revisions and finalization.

7. Have students choose a newsletter format. Students can print and lay out their work, or use computer templates such as those found in Microsoft Word or Pagemaker.

Go!

1. Copy and distribute completed newsletters to other classes, other grades, families, the larger school community and outside community members.

2. Arrange an in-class "publishing party" during which students unveil their newsletter and read one another's contributions. Invite your intended audience when possible.

Reflection

1. Students can give each other feedback orally or on sticky notes during the publishing party.

2. If you adapted the rubric, students can self-assess their own work using the checklist.

English language learners

English language learners can benefit from this task by working cooperatively with others, practicing sharing their ideas orally and learning from others' use of language. Including visual artwork also provides English language learners a mode other than writing though which to creatively express their knowledge, ideas and opinions.

Connection to anti-bias education

Sharing a community newsletter shows students they have the power to inform and call others to action.

# data[].attributes.attachment_link.description
Two to three weeks Community newsletters encourage students to use nonfiction writing to voice their opinions and spread awareness about social justice issues impacting their communities. The act of creating and publishing the newsletter gives students a deeper understanding of the connection between literacy and social action.

# data[].attributes.attachment_link.readable_text
Estimated time

Why?

Public art can be informative, inspiring and empowering for both artists and audiences. A community mural or poster campaign has the power to spark dialogue around important issues among teachers, students, families, staff, visitors, etc. The collaborative nature of the task encourages students to combine individual visions and ideas into a final product.

Get Ready

1. Secure space for the mural, preferably in a public space with heavy foot traffic so as many people as possible can admire and interact with the work.

2. Provide examples of community murals and artwork from public arts programs. If possible, take students on a "virtual tour" of murals through the City of Philadelphia Mural Arts Program website.

3. Determine student groupings. Students can work as a whole class or be grouped by interest. For poster campaigns, students can work individually, in partnerships or in small groups.

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete their mural or poster campaign.

2. Share the sample rubric or adapt it into a checklist for students. Refer to the rubric to define expectations.

3. As a class, generate mural content and messages that connect to central text themes. Murals and poster campaigns should incorporate information and positive social messages to heighten awareness and action. Positive messages may relate to acceptance, inclusion, diversity, equity or justice depending on the central text and the interests of the group.

4. Students should work together to plan and create their designs.

Go!

1. If possible, consult with an art instructor to design the final mural in smaller pieces. Assemble the mural or hang the posters in the designated area. Have students collaborate on written description of the piece(s) to be displayed alongside the artwork.

2. Arrange a "launch" celebration to officially unveil student's artwork. If possible, invite families, other grades and community members.

3. Consider how viewers can interact with the piece. For example, a "reaction box" can be placed near the mural so people can leave comments, connections and questions for the artists.

Reflection

Students can journal about how their mural or poster campaign reflected central text themes. Some suggested reflection questions include:

What topic or theme from the central text was included in your mural or poster campaign?

What important message did your mural or poster campaign express to your audience?

How can a mural or poster campaign shows be a form of social action?

English language learners

A community mural (or poster campaign) gives students an assessment option that is creative, visual appealing and not solely language based. Students can express their ideas and feelings through their artwork. This task engages linguistic, interpersonal, spatial/artistic and kinesthetic learning modalities.

Connection to anti-bias education

Historically and in contemporary communities, large-scale public art has been used to increase issue visibility and advocate for social change. By creating a community mural or poster campaign, students work together to spread awareness, demonstrating a commitment to social action.

# data[].attributes.attachment_link.description
Public art can be informative, inspiring and empowering for both artists and audiences. A community mural or poster campaign has the power to spark dialogue around important issues among teachers, students, families, staff, visitors, etc. The collaborative nature of the task encourages students to combine individual visions and ideas into a final product.

# data[].attributes.attachment_link.readable_text
Estimated time

Two to three weeks

Why?

Working together to write and produce artwork, students use a community bulletin board to inform others about important social justice issues and to voice their opinions. Collaborating on the content gives students a deeper understanding of ways literacy and social action can be interconnected.

How?

Get Ready

1. Determine what kinds of nonfiction writing your students know.

2. Explore nonfiction formats such as "how to" writing, "all about" or expert articles, persuasive essays, interviews and book reviews.

3. Gather resources and examples of bulletin boards as models for students.

4. Determine how to group bulletin board contributions. While the entire product can be assembled as a class, individual components can be produced individually, in pairs and in small groups.

5. Adapt the sample rubric into a visual checklist for students. Refer to the rubric to define expectations and components of the community bulletin board before students begin working. Define expectations for collaboration to ensure equitable effort.

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare a community bulletin board.

2. Brainstorm topics that connect to central text.

3. Talk to students about their intended audience. Determine the audience for the community newsletter (other classes, other grades, families, larger school community, outside community members, etc.).

4. Instruct students to choose nonfiction-writing styles for their contributions.

5. Direct students to plan and draft their art and written work. Allow time for feedback, revisions and finalization.

6. Have students prepare decorations and illustrations that connect to bulletin board themes and topics.

7. As a class, plan out how the bulletin board will be arranged.

8. Assemble the bulletin board.

1. Arrange an in-class "publishing party" for students during which the bulletin board is unveiled. Allow time for students to read one another's work.

2. For younger students who write mainly in invented spelling, post correctly spelled versions of the writing so others can read student's ideas.

3. Invite visitors to see and/or comment on bulletin board. Consider including:

Families

Other classes

Other grades

Members of greater school community

Reflection

1. Students can give each other feedback orally or on sticky notes during publishing party.

2. Use the adapted rubric checklist to allow for students to use to self-assess their work.

English language learners

English language learners can benefit from this task by working cooperatively with others, practicing sharing their ideas orally and learning from others' use of language. Including the layout components and including artwork to accompany the writing also provides English language learners with the opportunity to creatively express their ideas, opinions and knowledge. The learning modalities most focused on through this project are linguistic, spatial/artistic, and, if the project is done collaboratively, interpersonal.

Connection to anti-bias education

Sharing a community bulletin board and seeing it be read by others inspires students. This task demonstrates how student voices have the power to inform others to be more aware and even take action.

# data[].attributes.attachment_link.description
Two to three weeks Working together to write and produce artwork, students use a community bulletin board to inform others about important social justice issues and to voice their opinions. Collaborating on the content gives students a deeper understanding of ways literacy and social action can be interconnected.

# data[].attributes.attachment_link.readable_text
Students experience art and literacy as modes of expression and vehicles for positive social change. Having an authentic audience for their work is important for young learners as they begin to understand how expressing ideas with language and the arts can inspire awareness and action. A buddy share also creates awareness of agency; students can see how their thinking, voices and perspectives affect others.

How?

Get Ready

1. Determine what modes of expression your students know. Discuss and share examples of:

Creative writing (story or poem)

Artwork (painting, collage, etc.)

Oral storytelling

2. Recruit and assign each student a buddy. Make sure potential buddies are available to attend class for sharing. Buddies may include:students from a different class or grade, family members or others in the school community.

3. Adapt the sample rubric into a visual checklist. Refer to the rubric to define expectations and components of their buddy share before students begin working.

Get Set

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare for their buddy share.

2. As a class, brainstorm social justice or diversity topics from the central text. Discuss how and why teaching another person about these topics is important.

3. Plan work time for students to create a story, poem or visual art to teach their buddy about the chosen topic.

4. Instruct students to create rough drafts of the work. Ask them to exchange and review their work with a classmate, then independently edit based on the input they receive.

5. Instruct students to complete final revisions and prepare a final version. Invite them to practice sharing with a classmate prior to sharing with their buddy.

Go!

1. Invite buddies into classroom for class-wide "share."

2. Support students as they share work with buddies to increase awareness and spark dialogue about themes from the central text.

Reflection

Invite buddies to give feedback and engage in dialogue with students around the work shared:

What did they learn about the topic or theme?

Are they inspired to take action?.

English language learners

Differentiate the project to support English language learners in expressing their ideas, particularly if they choose writing. Planning sheets and graphic organizers-like story mountains, story maps or story boxes-can help students break work into smaller, sequenced parts. This project engages linguistic, interpersonal, spatial/artistic and kinesthetic learning modalities (although this can vary depending on the modes of expression selected by students).

Connection to anti-bias education

Participating in a buddy share allows students to practice communicating about social justice and anti-bias topics and themes. They can creatively demonstrate their learning to an authentic audience beyond their teacher and classmates.

# data[].attributes.attachment_link.description
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.attachment_link.readable_text
Estimated time

One week

Younger students are still developing early literacy skills and the ability to communicate through writing. Collage is a powerful visual artistic medium through which they can express their ideas, understandings and feelings.

Get Ready

1. Gather magazines, newspapers, catalogs and other recycled images to use.

2. Share examples of and define collages with students.

3. Adapt the sample rubric into a visual checklist. Refer to the rubric to define expectations and components of effective collages before students begin working.

Get Set

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare their collages.

2. As a class, brainstorm possible content for the collages. Review topics, themes or messages from the text library. List students' concerns and ideas in a location visible to the whole class.

3. Share materials with students. Encourage them to experiment with combining different images based around a text-based theme of their choosing. Help very young students cut out desired images.

4. In addition to recycled materials, students can also add in their own illustrations, words and phrases to emphasize social justice, anti-bias or diversity issues from the central text. Students can also include possible solutions or imagined changes that relate to their concerns.

Go!

1. Instruct students to write a description to accompany their collage and the concern and ideas represented. Alternative, younger students can orally describe their work.

2. Invite visitors to a gallery walk to view the collages. Consider including:

Families

Other classes

Other grades

Members of greater school community

3. Invite visitors to leave comments, connections and questions for the artists on sticky notes.

4. If students feel comfortable, consider displaying the portraits outside of the classroom so other members of the school community can observe students' work.

Reflection

Facilitate a class discussion or assign students to write a journal entry. Possible topics include:

Reflecting on the process of creating the collage;

Describing how their collage connects to central text themes;

Considering how their collage can impact the community;

Envisioning possible solutions to concerns.

English language learners

Collage gives students the opportunity to express issues in a visual appealing format that does not have a heavy language component. The learning modalities of this task are mainly spatial/artistic, intrapersonal, and linguistic.

Connection to anti-bias education

This task allows young students to express their thoughts and feelings about important social justice issues. The visual component of the task allows each student to explore the powerful combination of images and ideas. Students and members of the school community can gain deeper insight into issues students care about by observing each other's work.

# data[].attributes.attachment_link.description
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.attachment_link.description
Do Something performance tasks ask students to demonstrate their anti-bias awareness and civic competency by applying their literacy and social justice knowledge in an authentic real-world context.

# data[].attributes.attachment_link.description
Increase your understanding of young children's learning and development through our extensive selection of research-based books, articles, and journals (Teaching Young Children and Young Children).

# data[].attributes.attachment_link.description
Increase your understanding of young children's learning and development through our extensive selection of research-based books, articles, and journals (Teaching Young Children and Young Children).

# data[].attributes.body
Design a Protest Poster

# data[].attributes.body
Design a Protest Poster

# data[].attributes.attachment_link.title
CALL NOW: Tell Congress to say NO to a dangerous gun silencers proposal

# data[].attributes.attachment_link.description
Donald Trump, Jr., and their friends in Congress are pushing for radical legislation that would profit gun companies by gutting silencer safety requirements. Call your Representative in Congress and tell them to OPPOSE this gun silencers measure.

# data[].attributes.attachment_link.title
CALL NOW: Tell Congress to say NO to a dangerous gun silencers proposal

# data[].attributes.attachment_link.description
Donald Trump, Jr., and their friends in Congress are pushing for radical legislation that would profit gun companies by gutting silencer safety requirements. Call your Representative in Congress and tell them to OPPOSE this gun silencers measure.

# data[].attributes.attachment_link.readable_text
Mass Shootings in the United States: 2009-2017

Using FBI data and media reports, Everytown for Gun Safety developed an analysis of mass shootings that took place between January 2009 and December 2016.

Gun Violence in America

Read our latest statistics on America's unprecedented levels of gun violence.

Read the statistics

Navigate gun laws

The Navigator allows you to compare the strength of state gun laws, track trends over time, and identify gaps in the gun laws in your state.

See your state's gun laws

# data[].attributes.attachment_link.description
Using FBI data and media reports, Everytown for Gun Safety developed an analysis of mass shootings that took place between January 2009 and December 2016. Read our latest statistics on America's unprecedented levels of gun violence.

# data[].attributes.attachment_link.readable_text
Mass Shootings in the United States: 2009-2017

Using FBI data and media reports, Everytown for Gun Safety developed an analysis of mass shootings that took place between January 2009 and December 2016.

Gun Violence in America

Read our latest statistics on America's unprecedented levels of gun violence.

Read the statistics

Navigate gun laws

The Navigator allows you to compare the strength of state gun laws, track trends over time, and identify gaps in the gun laws in your state.

See your state's gun laws

# data[].attributes.attachment_link.description
Using FBI data and media reports, Everytown for Gun Safety developed an analysis of mass shootings that took place between January 2009 and December 2016. Read our latest statistics on America's unprecedented levels of gun violence.

# data[].attributes.attachment_link.readable_text
Writing to Your Legislators

Letters and e-mails can be particularly effective in influencing legislators' views. Writing to legislators also offers an opportunity to maintain contact and keep your issues on the front burner even when you cannot meet personally.

Writing an Effective Letter

Keep it brief
- Keep letters to one page. Try to discuss only one bill or issue in a letter.
Identify yourself
- Begin with an introduction of yourself or the organization on whose behalf you are writing. Use a simple statement, such as "I am a third-grade teacher at _______ elementary school" or "On behalf of the members of the ________...."
Get to the point
- Follow your introduction with a brief statement of your issue or concern, such as "We urge your support for H.R. _____, which will ________." If you are writing in reference to a specific bill, include the bill number. Follow your opening paragraph with a concise explanation of why you support or oppose the particular bill or issue. A few strong, well-thought-out arguments are much more effective than a laundry list of reasons to support or oppose a bill. Whenever possible, use bullet points to outline your arguments.
Relate it to home
- Help the legislator understand why your position is important to his or her constituents. Include specific facts about how a bill will impact educators, students or schools in the legislator's district. If possible, include a local anecdote illustrating the problem you are seeking to address. Avoid the use of form letters or generic postcards - use your own knowledge and experience to inform the legislator.
Allow for follow-up
- Include specific contact information and offer to act as a resource should the legislator or staff have questions or need additional information. Where appropriate, state in the letter that you will follow up with a telephone call.

Address your letter correctly - See the details on addressing your letter below.

E-mail can be an easy and effective tool for communicating with legislators. The tips outlined above for writing letters to legislators also apply to e-mails: keep them brief and to the point, with facts and anecdotes relevant to the legislator's district.

Avoid informal language - E-mail to a legislator should be treated as seriously as a written letter. Resist the temptation to use the informal language and symbols often associated with e-mail communications. Never use impolite language or make "demands."

Include your full address and zip code - Make sure the text of your e-mail includes your full name and street address, including zip code. Many legislative offices screen e-mails for address information identifying the sender as a constituent. E-mails that appear to come from outside the district are unlikely to be read and may be blocked by filtering programs.

Addressing Written Correspondence

United States Senators

The Honorable (full name)
United States Senate
Washington, DC 20510

Dear Senator (last name)

For Members of the U.S. House of Representatives

The Honorable (full name)
U.S. House of Representatives
Washington, DC 20515

Dear Representative (last name)

# data[].attributes.attachment_link.description
Letters and e-mails can be particularly effective in influencing legislators' views. Writing to legislators also offers an opportunity to maintain contact and keep your issues on the front burner even when you cannot meet personally. Keep it brief - Keep letters to one page. Try to discuss only one bill or issue in a letter.

# data[].attributes.body
Gwenn Lei, Ed.D
Coordinator
Reading/ Language Arts
History/Social Studies
650-802-5624

# data[].attributes.headline
Children's Literature to Use in Conversations

# data[].attributes.subject
Children's Literature to Use in Conversations

# data[].attributes.attachment_link.description
Each month a book from Books Matter is featured. Each Monthly Featured Book has educator and parent discussion guides to expand upon young people's learning from the book. Suggested activities help to facilitate discussions about identity and diversity, understanding and challenging bias and promoting social justice.

# data[].attributes.attachment_link.title
Guidelines for Discussing Difficult or Controversial Topics | CRLT

# data[].attributes.attachment_link.description
The following guidelines can help instructors facilitate classroom discussion around controversial issues. Whatever the context, it is helpful to structure such discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom.

# data[].attributes.attachment_link.title
Trauma-Informed Lesson Plans and Resources

# data[].attributes.attachment_link.description
Visit this collection of free trauma-informed resources and explore designed for students who have experienced recent tragedies.

# data[].attributes.attachment_link.title
How to Talk to Your Kids About the Attacks in Paris

# data[].attributes.attachment_link.description
parents, parenting, Paris, terror attacks, explaining, reassuring, fear.

# data[].attributes.attachment_link.title
How to Talk to Your Kids About the Attacks in Paris

# data[].attributes.attachment_link.description
parents, parenting, Paris, terror attacks, explaining, reassuring, fear.

# data[].attributes.attachment_link.description
Tips and strategies for parent and family roundtable discussion with youth about mass shootings, violence, guns and gun laws.

# data[].attributes.attachment_link.title
History-Social Science Framework - History-Social Science Framework (CA Dept of Education)

# data[].attributes.attachment_link.description
The State Board of Education adopted the History-Social Science Framework on July 14, 2016. This is the final digital version of the Framework.

# data[].attributes.attachment_link.readable_text
What Educators and Family Members Can Do

Today, local, national or international tragedies happen so frequently that they can feel almost commonplace. When a hate crime, mass shooting, act of terrorism or other terrible and hate-inspired event occurs, one of the first questions many people ask is, what should we tell the children? How can we explain to them what has happened?

Despite our best efforts to protect youth from the details of hate-motivated events, we can never assume that they are unaware of what is happening around them. Through the internet, social media and mobile communication, youth-even very young children-quickly become aware of events of significance in their community and world, and need opportunities to process their feelings and share their fears in sensitive and age-appropriate ways.

Feelings of fear, powerlessness and vulnerability are common experiences all people share whenever acts of hatred, terrorism, or mass shootings occur, and feelings are personally compounded when the perpetrators are targeting a specific group of people to which we may identify. Children and teens are not immune to these feelings, but adults can help by providing information that answers their questions, giving them opportunities to express how they feel, reassuring them that adults in their lives are working to keep them safe, and helping them channel their feelings into positive actions in their own lives and communities.

Before any discussion begins, every effort should be made to create an environment where children will feel comfortable expressing their feelings and views. The strategies and tools in Creating an Anti-Bias Learning Environment provide a useful resource.

Family Conversations about Hate Incidents, Terrorism and Bias-Motivated Violence

Every child's development follows a varied and unique pace, and the skills needed to dialogue effectively with them evolve as they grow. When incidents of hate, acts of terrorism and acts of bias-motivated violence occur in your community or in the broader society, children and teens necessarily have concerns and fears. Consider the needs, challenges and individual personalities of the young people in your life before deciding how to approach the conversation. And, when beginning the conversations, take a few minutes for your young person to think about some rules that would help them to feel safe, especially when they want to talk about issues that may be scary or unfamiliar to them. As they make suggestions, you may want to write them down.

Ground Rules for Discussion

Prior to engaging in a discussion about the ideas and feelings of young people about a recent incident of violence or hate, it is helpful to create ground rules that promote a safe and supportive atmosphere where youth feel comfortable and where they perceive that their ideas and feelings are accepted and valued. As a family member engaging in these conversations, you will not need formal "ground rules" but it is important to set a tone of safety, respect, listening and confidentiality.
How can we begin and continue conversations about terror and violence with youth? What can we say or do to help our young people feel safe?
Some Considerations

Below are some additional recommendations to guide discussions with children and teens:

Hoy día, suceden tragedias locales, nacionales o internacionales con tanta frecuencia que casi pueden parecer algo común. Cuando ocurre un crimen de odio, un tiroteo masivo, un acto de terrorismo u otros acontecimientos terribles e inspirados por el odio, una de las primeras preguntas que se hace mucha gente es ¿qué debemos decirle a los niños? ¿Cómo explicarles lo que ha sucedido?

A pesar de nuestros mejores esfuerzos para proteger a la juventud de los detalles de los acontecimientos motivados por el odio, nunca debemos asumir que no son conscientes de lo que está sucediendo a su alrededor. A través de Internet, las redes sociales y las comunicaciones móviles, los jóvenes -e incluso niños muy pequeños- se enteran rápidamente de los acontecimientos significativos en su comunidad y en el mundo, y necesitan oportunidades para procesar sus sentimientos y compartir sus miedos de manera sensible y apropiada para su edad.

Los sentimientos de miedo, impotencia y vulnerabilidad son experiencias comunes que todos comparten cuando ocurren actos de odio, terrorismo o matanzas masivas, y los sentimientos son especialmente complicados cuando los autores del crimen atacan a un grupo específico de personas con el cual nos podemos identificar. Los niños y adolescentes no son inmunes a estos sentimientos, pero los adultos pueden ayudarles proporcionándoles información que responda a sus preguntas, dándoles oportunidades para expresar cómo se sienten, asegurándoles que los adultos en sus vidas están trabajando para que ellos estén seguros y ayudándoles a canalizar sus sentimientos en acciones positivas para ellos mismos y sus comunidades.

Antes de comenzar cualquier discusión, es importante hacer lo necesario para crear un ambiente en el que los niños se sientan cómodos expresando sus sentimientos y opiniones. Las estrategias y herramientas de " Crear un ambiente de aprendizaje contra el prejuicio " constituyen un recurso útil.

Conversaciones en familia sobre incidentes de odio, terrorismo y violencia motivada por prejuicios

El desarrollo de cada niño sigue un ritmo variado y único, y las habilidades necesarias para dialogar efectivamente con ellos evolucionan a medida que crecen. Cuando ocurren incidentes de odio, actos de terrorismo y actos de violencia motivada por prejuicios en su comunidad o en la sociedad en general, los niños y adolescentes inevitablemente sienten preocupación y miedo. Tenga en cuenta las necesidades, retos y personalidades individuales de los jóvenes antes de decidir cómo abordar la conversación. Y, al comenzar las conversaciones, tómese unos minutos para que el joven piense en algunas reglas que le ayudarán a sentirse seguro, especialmente cuando desee hablar sobre asuntos que pueden producirle miedo o ser poco familiares para él. A medida que haga sugerencias, usted podría anotarlas.

Reglas básicas para la discusión

Antes de iniciar una discusión sobre las ideas y sentimientos de los jóvenes respecto a un incidente reciente de violencia u odio, es conveniente establecer reglas básicas que promuevan una atmósfera segura y de apoyo, donde los jóvenes se sientan cómodos y sientan que sus ideas y sentimientos son aceptados y valorados. Como miembro de familia que se involucra en estas conversaciones, usted no necesitará "reglas básicas" formales, pero es importante fijar un tono de seguridad, respeto y confidencialidad.

Algunas consideraciones

A continuación presentamos algunas recomendaciones adicionales para guiar las conversaciones con niños y adolescentes:

What Educators and Family Members Can Do

Today, local, national or international tragedies happen so frequently that they can feel almost commonplace. When a hate crime, mass shooting, act of terrorism or other terrible and hate-inspired event occurs, one of the first questions many people ask is, what should we tell the children? How can we explain to them what has happened?

Despite our best efforts to protect youth from the details of hate-motivated events, we can never assume that they are unaware of what is happening around them. Through the internet, social media and mobile communication, youth-even very young children-quickly become aware of events of significance in their community and world, and need opportunities to process their feelings and share their fears in sensitive and age-appropriate ways.

Feelings of fear, powerlessness and vulnerability are common experiences all people share whenever acts of hatred, terrorism, or mass shootings occur, and feelings are personally compounded when the perpetrators are targeting a specific group of people to which we may identify. Children and teens are not immune to these feelings, but adults can help by providing information that answers their questions, giving them opportunities to express how they feel, reassuring them that adults in their lives are working to keep them safe, and helping them channel their feelings into positive actions in their own lives and communities.

Before any discussion begins, every effort should be made to create an environment where children will feel comfortable expressing their feelings and views. The strategies and tools in Creating an Anti-Bias Learning Environment provide a useful resource.

Family Conversations about Hate Incidents, Terrorism and Bias-Motivated Violence

Every child's development follows a varied and unique pace, and the skills needed to dialogue effectively with them evolve as they grow. When incidents of hate, acts of terrorism and acts of bias-motivated violence occur in your community or in the broader society, children and teens necessarily have concerns and fears. Consider the needs, challenges and individual personalities of the young people in your life before deciding how to approach the conversation. And, when beginning the conversations, take a few minutes for your young person to think about some rules that would help them to feel safe, especially when they want to talk about issues that may be scary or unfamiliar to them. As they make suggestions, you may want to write them down.

Ground Rules for Discussion

Prior to engaging in a discussion about the ideas and feelings of young people about a recent incident of violence or hate, it is helpful to create ground rules that promote a safe and supportive atmosphere where youth feel comfortable and where they perceive that their ideas and feelings are accepted and valued. As a family member engaging in these conversations, you will not need formal "ground rules" but it is important to set a tone of safety, respect, listening and confidentiality.
How can we begin and continue conversations about terror and violence with youth? What can we say or do to help our young people feel safe?
Some Considerations

Below are some additional recommendations to guide discussions with children and teens:

Hoy día, suceden tragedias locales, nacionales o internacionales con tanta frecuencia que casi pueden parecer algo común. Cuando ocurre un crimen de odio, un tiroteo masivo, un acto de terrorismo u otros acontecimientos terribles e inspirados por el odio, una de las primeras preguntas que se hace mucha gente es ¿qué debemos decirle a los niños? ¿Cómo explicarles lo que ha sucedido?

A pesar de nuestros mejores esfuerzos para proteger a la juventud de los detalles de los acontecimientos motivados por el odio, nunca debemos asumir que no son conscientes de lo que está sucediendo a su alrededor. A través de Internet, las redes sociales y las comunicaciones móviles, los jóvenes -e incluso niños muy pequeños- se enteran rápidamente de los acontecimientos significativos en su comunidad y en el mundo, y necesitan oportunidades para procesar sus sentimientos y compartir sus miedos de manera sensible y apropiada para su edad.

Los sentimientos de miedo, impotencia y vulnerabilidad son experiencias comunes que todos comparten cuando ocurren actos de odio, terrorismo o matanzas masivas, y los sentimientos son especialmente complicados cuando los autores del crimen atacan a un grupo específico de personas con el cual nos podemos identificar. Los niños y adolescentes no son inmunes a estos sentimientos, pero los adultos pueden ayudarles proporcionándoles información que responda a sus preguntas, dándoles oportunidades para expresar cómo se sienten, asegurándoles que los adultos en sus vidas están trabajando para que ellos estén seguros y ayudándoles a canalizar sus sentimientos en acciones positivas para ellos mismos y sus comunidades.

Antes de comenzar cualquier discusión, es importante hacer lo necesario para crear un ambiente en el que los niños se sientan cómodos expresando sus sentimientos y opiniones. Las estrategias y herramientas de " Crear un ambiente de aprendizaje contra el prejuicio " constituyen un recurso útil.

Conversaciones en familia sobre incidentes de odio, terrorismo y violencia motivada por prejuicios

El desarrollo de cada niño sigue un ritmo variado y único, y las habilidades necesarias para dialogar efectivamente con ellos evolucionan a medida que crecen. Cuando ocurren incidentes de odio, actos de terrorismo y actos de violencia motivada por prejuicios en su comunidad o en la sociedad en general, los niños y adolescentes inevitablemente sienten preocupación y miedo. Tenga en cuenta las necesidades, retos y personalidades individuales de los jóvenes antes de decidir cómo abordar la conversación. Y, al comenzar las conversaciones, tómese unos minutos para que el joven piense en algunas reglas que le ayudarán a sentirse seguro, especialmente cuando desee hablar sobre asuntos que pueden producirle miedo o ser poco familiares para él. A medida que haga sugerencias, usted podría anotarlas.

Reglas básicas para la discusión

Antes de iniciar una discusión sobre las ideas y sentimientos de los jóvenes respecto a un incidente reciente de violencia u odio, es conveniente establecer reglas básicas que promuevan una atmósfera segura y de apoyo, donde los jóvenes se sientan cómodos y sientan que sus ideas y sentimientos son aceptados y valorados. Como miembro de familia que se involucra en estas conversaciones, usted no necesitará "reglas básicas" formales, pero es importante fijar un tono de seguridad, respeto y confidencialidad.

Algunas consideraciones

A continuación presentamos algunas recomendaciones adicionales para guiar las conversaciones con niños y adolescentes:

# data[].attributes.attachment_link.title
Empowering Young People in the Aftermath of Hate (In English and Español)

# data[].attributes.attachment_link.description
Today, local, national or international tragedies happen so frequently that they can feel almost commonplace. When a hate crime, mass shooting, act of terrorism or other terrible and hate-inspired event occurs, one of the first questions many people ask is, what should we tell the children?

# data[].attributes.body
Glossary of Books

# data[].attributes.attachment_link.description
Each month a book from Books Matter is featured. Each Monthly Featured Book has educator and parent discussion guides to expand upon young people's learning from the book. Suggested activities help to facilitate discussions about identity and diversity, understanding and challenging bias and promoting social justice.

# data[].attributes.body
Library of Teaching Texts for the Classroom

# data[].attributes.attachment_link.description
Our searchable library of short texts offers a diverse mix of stories and perspectives. This multigenre, multimedia collection aligns with the Common Core's recommendations for text complexity and the Learning for Justice Social Justice Standards. Choose from informational and literary nonfiction texts, literature, photographs, political cartoons, interviews, infographics and more.

# data[].attributes.body
Grades 6-12

# data[].attributes.attachment_link.title
Definitions Related to Bias, Injustice and Bullying

# data[].attributes.attachment_link.description
The following definitions include words relating to bias, diversity, bullying and social justice concepts and are written for elementary-age children. Aggressor Someone who says or does hurtful things. Ally Someone who helps or stands up for someone who is being bullied or the target of prejudice.

# data[].attributes.attachment_link.readable_text
Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

# data[].attributes.attachment_link.description
The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

# data[].attributes.attachment_link.readable_text
Students around the country are turning the heartbreaking school shooting in Parkland, Florida, into an inspiring and exemplary push for legislative change. In the last few days, many people have asked whether schools can discipline students for speaking out. The short answer? It depends on when, where, and how the students decide to express themselves.

Plans for coordinated student walkouts have been making national news and have already engendered disciplinary threats from some school administrators. Since the law in virtually all jurisdictions requires students to go to school, schools can typically discipline students for missing class, even if they're doing so to participate in a protest or otherwise express themselves. But what the school can'tdo is discipline students more harshly because they are walking out to express a political view or because school administrators don't support the views behind the protest. In other words, any disciplinary action for walking out cannot be a response to the content of the protest.

%3Ciframe%20width%3D%22560%22%20height%3D%22315%22%20thumb%3D%22%2Ffiles%2Fvid18-studentprotesttraining-webthumb-560×315.jpg%22%20src%3D%22https%3A%2F%2Fwww.youtube.com%2Fembed%2FQ6ghXMtooV8%3Fautoplay%3D1%26version%3D3%22%20frameborder%3D%220%22%20allow%3D%22autoplay%3B%20encrypted-media%22%20allowfullscreen%3D%22%22%3E%3C%2Fiframe%3E

Privacy statement. This embed will serve content from youtube.com.

Before deciding whether to join a political walkout, students might want to find out what policies govern discipline for absences in their state, school district, and their particular school so that they're aware of the potential consequences. They should also know that in addition to walkouts, there are actions they can take for which schools cannot legally impose punishment.

We hope schools recognize that even when they are within their right to discipline students for protests, that doesn't always mean they should.

For example, during school hours, students cannot be punished for speaking out unless their speech disrupts the functioning of the school. This is because - as the Supreme Court recognized in a 1969 decision upholding the right of Mary Beth Tinker to wear an armband to school in protest of the Vietnam War - students do not lose their constitutional rights "at the schoolhouse gate." This makes sense given the educational purpose of our school system. As the court held in an earlier decision finding that students cannot be obligated to salute the flag, students' speech rights must be "scrupulously" protected if we are to have any hope of "educating the young for citizenship" and teaching students not to "discount important principles of our government as mere platitudes."

While what qualifies as "disruptive" will vary by context, courts have typically held that students have the right to wear expressive clothing that doesn't target fellow students or disrupt class. In addition to Tinker, the ACLU has successfully represented students asserting their rights to wear clothing expressing anti-abortion views, support for the LGBT community, and even opposition to the ACLU itself.

Outside of school, students enjoy essentially the same rights to protest and speak out as anyone else. This means that students are likely to be most protected if they organize, protest, and advocate off campus and outside of school hours. Some schools have attempted to extend their power to punish students even for off-campus, online expression. While courts have differed on the constitutionality of such punishments, the ACLU has challenged such overreach.
Student Resources
We clearly have a lot to learn from the students from Marjory Stoneman Douglas High School and their peers nationwide. Their activism inspires confidence in the future of our democracy, and their schools should be proud of them. We hope those schools recognize that even when they are within their right to discipline students for protests, that doesn't always mean they should.

# data[].attributes.attachment_link.title
Can Schools Discipline Students for Protesting? | News & Commentary | American Civil Liberties Union

# data[].attributes.attachment_link.description
Students around the country are turning the heartbreaking school shooting in Parkland, Florida, into an inspiring and exemplary push for legislative change. In the last few days, many people have asked whether schools can discipline students for speaking out. The short answer? It depends on when, where, and how the students decide to express themselves.

# data[].attributes.attachment_link.title
9 powerful poster ideas for National School Walkout Day

# data[].attributes.attachment_link.description
Participating in National School Walkout Day and need some ideas for powerful posters? Here are some solid ideas for getting your message across.

# data[].attributes.attachment_link.readable_text
Even if your students can spot fake news, what should they do about it? Explore the real consequences of this phenomenon and how you can help your students shape the reach and impact of fake news. (In beta testing for 2017-2018 school year.)

# data[].attributes.attachment_link.title
Webinar: Advocacy Amplified Through the First Amendment

# data[].attributes.attachment_link.description
Even if your students can spot fake news, what should they do about it? Explore the real consequences of this phenomenon and how you can help your students shape the reach and impact of fake news. (In beta testing for 2017-2018 school year.)

# data[].attributes.attachment_link.description
MARK CHURCH, Chief Elections Officer & Assessor-County Clerk-Recorder

# data[].attributes.attachment_link.description
MARK CHURCH, Chief Elections Officer & Assessor-County Clerk-Recorder

# data[].attributes.attachment_link.title
Have Your Students Filled a Bucket Today? | Scholastic

# data[].attributes.attachment_link.description
Learn how we teach and encourage bucket filling in our classroom, see photos of our bucket-filler chart, and download a printable that you can use to promote bucket filli