# data[].attributes.body
Shout out to the two veterans on our staff, Taryn Delaney (US Navy) and Don Keene (US Navy)! If anyone is interested in teaching a little about Veterans Day in classrooms, here is a Doc of resources that the Social Studies Department is using.

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

# data[].attributes.headline
Resources for Native American Heritage Month 2021 

# data[].attributes.subject
Resources for Native American Heritage Month 2021 

# data[].attributes.body
Document provided by our Social Studies Department; feel free to contribute resources you will be using in class.

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

# data[].attributes.headline
Student Copy - Native American Heritage Month Resources 2021

# data[].attributes.subject
Student Copy - Native American Heritage Month Resources 2021

# data[].attributes.body
This version is "view only" and can be shared directly with students.

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

# data[].attributes.headline
High School Musical Jr. Site & Audition Details 

# data[].attributes.subject
High School Musical Jr. Site & Audition Details 

# data[].attributes.attachment_link.readable_text
Please click on the subpage links to find the Audition Materials.

In order to create a positive audition experience for everyone, the CAST AUDITION FORM and/or CREW APPLICATION must be completed by students by SATURDAY, November 6.

# data[].attributes.attachment_link.description
There will be acting, dance and vocal audition held on Monday and Tuesday, November 8th and 9th. Please click on the subpage links to find the Audition Materials. In order to create a positive audition experience for everyone, the CAST AUDITION FORM and/or CREW APPLICATION must be completed by

# data[].attributes.headline
November Book Browse Provided by HMX Library  

# data[].attributes.subject
November Book Browse Provided by HMX Library  

# data[].attributes.headline
EDquity's Book Recommendations for American Indian & Alaska Native Heritage Month

# data[].attributes.subject
EDquity's Book Recommendations for American Indian & Alaska Native Heritage Month

# data[].attributes.attachment_link.title
EDquity’s Book Recommendations for American Indian & Alaska Native Heritage Month

# data[].attributes.body
For the remainder of Q1

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

# data[].attributes.attachment_link.title
Advisory Student Resources - Mamaroneck Union Free School District

# data[].attributes.attachment_link.description
Advisory Student Resources - Mamaroneck Union Free School District

# data[].attributes.body
Please see communication from Admin with time and other details.

# data[].attributes.headline
Student Affinity & Leadership Groups are Starting in November! 

# data[].attributes.subject
Student Affinity & Leadership Groups are Starting in November! 

# data[].attributes.body
Groups include My Brother's & Sister's Keeper, Diversity Leaders, Lunch Bunch, and more! Recruitment will take place over the next few weeks. Information will be updated on https://sites.google.com/mamkschools.org/hmxstudentlife/student-affinity-student-leadership-groups

# data[].attributes.attachment_link.title
Student Life - Student Affinity & Student Leadership Groups

# data[].attributes.attachment_link.description
Click on the links below to learn about Student Leadership and Student Voices groups.

# 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.headline
Appreciation and Appropriation Outside the Classroom

# data[].attributes.subject
Appreciation and Appropriation Outside the Classroom

# data[].attributes.attachment_link.readable_text
Over the past 20 years, between the two of us, we have accompanied over a thousand students on their senior trip to Disney World. So much is great about the opportunity to go to Orlando and connect with students in a relaxed atmosphere. But the role of a chaperone should include more than reminding kids to put on sunscreen: When taking students to areas that attempt to represent other cultures, we as teachers must engage them in dialogue about the representations of gender, race and ethnicity they encounter in these spaces.

A place like Epcot Center creates worlds as spectacles for entertainment while simultaneously posing as an educational experience, representing authenticity through curated settings and carefully selected personnel. Trips to such places, where a variety of cultures are represented, offer an opportunity for teachers to ask students to consider their role in creating meaning there. It's our responsibility as educators to give students language they can use to consider and discuss these spaces while still enjoying what they offer.

One conversation that chaperones can initiate is about the differences between appreciation and appropriation. Oxford Dictionaries defines cultural appropriation as "the unacknowledged or inappropriate adoption of the customs, practices, ideas, etc. of one people or society by members of another and typically more dominant people or society." They define appreciation as "recognition and enjoyment of the good qualities of someone or something." The items available for purchase in Epcot Center present an opportunity to consider the difference between these two concepts.

On one trip, when Susan was with students in the Germany section of Epcot, she pointed out the appreciation evident in the shops and kiosks and in Epcot's famous international internship program. When Colleen went to the China section, however, she noticed that many students had purchased conical hats, sometimes called "farmers' hats" or more offensive names, and were wearing them in amusement, toeing the line of what may have seemed like appreciation but accidentally crossing into appropriation.

Historically, these hats were worn by workers to protect them from the sun; people wore them for practical and material reasons. An appreciation of these hats would require students to understand the historical context of the working people and class structures of multiple geographies and time periods. If such context is missing, if the wearer is using the hat for their own amusement, then we might rightly call out appropriation.

To help students understand the line between these two concepts, teachers might simply ask students before the trip, "What is the difference between appropriation and appreciation?" Ideally, this conversation wouldn't be new to students: they would have discussed it within classrooms and co-curriculars well before the trip. This may not be the case, however, so chaperones should be prepared to directly engage students in conversations on the bus, on the plane, while standing in line for the seventh hour for the "African" safari or during the group dinner that night.

"Did you notice when women showed up on the Spaceship Earth ride?" (Answer: when they ran switchboards in the 20th century!) "Did you notice that the safari talked about 'African animals' but didn't talk about the countries in Africa?" (See Colleen's piece about helping students avoid generalizing about Africa.) "Did you notice a difference between the stuff sold in Norway and in Mexico?" Questions like these can direct students to critique their own experiences without accusing them of an offense.

A simple and brief conversation can clarify appropriation and appreciation and can model for students how to actively engage in their own experience and their own learning-while still having fun on their trip. When they become mindful of the ways they move through these culturally enriching spaces, they can learn lessons that far surpass the original intention of the trip.
Coryat teaches English at Perkiomen Valley High School in Pennsylvania. Clemens is associate professor of non-Western literatures and director of women's and gender studies at Kutztown University in Pennsylvania.

# data[].attributes.attachment_link.title
Appreciation and Appropriation Outside the Classroom

# data[].attributes.attachment_link.description
Over the past 20 years, between the two of us, we have accompanied over a thousand students on their senior trip to Disney World. So much is great about the opportunity to go to Orlando and connect with students in a relaxed atmosphere.

# data[].attributes.headline
Best Practices for Serving LGBTQ+ Students

# data[].attributes.subject
Best Practices for Serving LGBTQ+ Students

# data[].attributes.attachment_link.title
Best Practices for Serving LGBTQ Students

# data[].attributes.attachment_link.description
With this guide, we hope to help teachers and school leaders make curriculum and policy decisions that include LGBTQ students and prepare all students to thrive in a diverse democracy.

# data[].attributes.attachment_link.provider_name
National Museum of African American History and Culture

# data[].attributes.attachment_link.description
Talking about race, although hard, is necessary. We are here to provide tools and guidance to empower your journey and inspire conversation.

# data[].attributes.attachment_link.readable_text
GLSEN research shows that LGBTQ students who attend schools with curriculum that is inclusive of LGBTQ people, history, and events experience a better school climate and improved academic outcomes. Curriculum serves as a mirror when it reflects individuals and their experiences back to themselves. At the same time, curriculum serves as a window when it introduces and provides the opportunity to understand the experiences and perspectives of those who possess different identities. An inclusive curriculum should be balanced and include diverse windows and mirrors for every student.

Having LGBTQ-inclusive mirrors and windows in school curriculum can help create a more positive environment and healthy self-awareness for LGBTQ students, while raising the awareness of everyone.

# data[].attributes.attachment_link.description
GLSEN research shows that LGBTQ students who attend schools with curriculum that is inclusive of LGBTQ people, history, and events experience a better school climate and improved academic outcomes. Curriculum serves as a mirror when it reflects individuals and their experiences back to themselves.

# data[].attributes.body
Schomburg Center's Black Liberation Reading List for Kids | The New York Public Library (nypl.org)

# data[].attributes.body
https://www.mamkschools.org/parents-community/athletics

# data[].attributes.attachment_link.title
Athletics - Mamaroneck Union Free School District

# data[].attributes.attachment_link.description
Athletics - Mamaroneck Union Free School District

# data[].attributes.attachment_link.readable_text
In many instances, lesson plans often don't share the experiences and educational component of different groups, including Arab Americans. AANM offers a variety of lesson plans for educators to utilize, that educate classrooms about Arab Americans without excluding the story and history of other communities.

All AANM lesson plans are linked with the Michigan Department of Education's K-12 grade level content expectation standards in Social Studies, English & Language Arts and World Languages.

AANM Lesson Plans

# data[].attributes.attachment_link.title
For Educators - Arab American National Museum

# data[].attributes.attachment_link.description
In many instances, lesson plans often don't share the experiences and educational component of different groups, including Arab Americans. AANM offers a variety of lesson plans for educators to utilize, that educate classrooms about Arab Americans without excluding the story and history of other communities.

# data[].attributes.headline
Yad Vashem- Holocaust resources for educators

# data[].attributes.subject
Yad Vashem- Holocaust resources for educators

# data[].attributes.attachment_link.readable_text
Educational Videos

Educational Materials

International Activities

e-Newsletter for Holocaust Educators

The Holocaust in France

Women in the Holocaust

Echoes: Hearing the Voices of the Survivors

Witnesses and Testimony: Special Interview Issue

More e-Newsletter editions

The International School for Holocaust Studies

About Us

Yad Vashem's International School for Holocaust Studies (ISHS), established in 1993, focuses upon - and excels in - providing quality Holocaust education to diverse audiences from Israel and across the world. In order to achieve this, the ISHS trains educators to teach the Holocaust, develops pedagogic and didactic tools to be utilized by teachers, and conducts educational workshops for youth and soldiers from Israel and abroad. More...

# data[].attributes.attachment_link.description
Educational Videos Educational Materials International Activities The Holocaust in France Women in the Holocaust Echoes: Hearing the Voices of the Survivors Witnesses and Testimony: Special Interview Issue More e-Newsletter editions About Us Yad Vashem's International School for Holocaust Studies (ISHS), established in 1993, focuses upon - and excels in - providing quality Holocaust education to diverse audiences from Israel and across the world.

# data[].attributes.headline
Asian Pacific American Center: We are not a stereotype

# data[].attributes.subject
Asian Pacific American Center: We are not a stereotype

# data[].attributes.attachment_link.title
We are not a stereotype | Learning Together

# data[].attributes.attachment_link.description
The term Bamboo Ceiling was coined by Jane Hyun, an Executive Coach and Global Leadership Strategist. Her book "Breaking the Bamboo Ceiling" provides career strategies for Asian Americans. To learn more about Hyun's work click here .