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What are your joys and challenges outside of school right now?

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Have students create digital compositions based on their lives (Day in the Life of a Student Athlete, My Journey Through Coding, etc.). Regardless of their focus, you get a glimpse of students beyond the classroom setting and into something that is meaningful to them. They learn about storytelling, creating atmosphere, etc. Bonus: some students include cute baby photos!

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List out different aspects of identity and ask students to write a poem using the “I am, but I am not…” frame.

Partner up to share out in a two voice poem presentation.

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Our staff needs to build a culture of understanding, cooperation, and trust. I believe the “I am … I am not” would help us build new relationships.

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If a student has an “oops” or “ouch” moment when talking about cultural differences, use it as a safe space teachable moment to address how to speak about diversity in an open and respectful way.

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Stories with so many different main characters and cultures opens the eyes of students. You can also take this time to identify misconceptions or single stories and address them in the moment.

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Stole this off of social media but you have a board where students can bring in a picture of themselves or family and post it on the board.

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I always start my year with an activity called something I wish my teacher knew about me. 

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I always start my year with an activity called something I wish my teacher knew about me. 

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Students have to write their memoir but ONLY using 6 words (not less, not more). Students usually dig deep and learn a lot about each other’s strengths and identities after.

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Sharing multiple sides of historical events, not just “American version”

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“I am but I am not” activity in the SDC class. I think it would be eye opening for staff to see what the student know is their asset or a meaningful part of their identity.

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Invite families into the classroom to share their own experiences/traditions/perspectives.

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I think the "Dangers of One Story" video would be a good activity before we get into our Indigenous Americans unit in 5th.

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After each lesson that centers another culture, pause and ask students to reflect on how they might resist allowing this to become their single story.

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Students may feel a greater sense of belonging when they see their teachers showing vulnerability and sharing their personal stories, so perhaps diminishing the border between teacher and student in a healthy, mindful way can help bring light to each individual’s assets that ultimately make up our community.

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Provide students the opportunity at lunch to sit at a lunch table and alternate partners ever five minutes or so in order to get to know other people and learn about others

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Prompt: “Something most people don’t know about me is…” (this yields a wide range of responses/sharing & insight into a person)

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Use the index card activity in the social psych unit!

Talk about prejudices and discrimination… and identity!

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I’ve used “Danger of a Single Story” for many years at both HS and MS levels. A suggestion before using flash card activity - build trust w/students and/or set boundaries/guidelines for respect so students feel comfortable sharing.

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Students draw a self portrait in any style that they would like to (cartoon, illustrator style, realistic, etc.) and identify themselves with 3-4 character traits. Then, they provide examples of how they have displayed that trait either at home, school, extracurricular, and other environments!

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Have students fill out their assets and share it with the class. Maybe a 1-slide presentation about them with a bunch of photos of them, their family, and interests.

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As a Spanish 1 teacher, it would be great to do single story about each country and it’s people and then redo the activity at the end of the unit to reflect their assets

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Sharing question every morning so that students become comfortable with sharing who they are and what is important to them

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Share (own) stories that are both windows and mirrors for students so that they may see themselves and also others’ perspectives.

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Displaying (or announcing) a series of cues and if it matches your experiences or preferences, you stand and chorally announce “that’s me!” (E.g, I’ve attended this school since —; my grandparents live nearby; I love to spend time outdoors; I have never swam in the ocean)

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Providing space, holistic support, and real personable advice (using justice and inclusion frameworks) for students working through their personal statements & college admission documents. We want them to feel seen and embrace their narrative. Main character energy!

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Have teachers participate in going through the same identity/single story activity to start of the school year reminding them to not make assumptions about their students

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At the beginning of the year, I have my students write a letter that answers the prompt, “I want my teacher to know. . .” I leave it completely open ended and ask them to think about parts of their identity that I may not see in class.

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Using this as a talking prompt icebreaker in small groups

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Explore different aspects of identity, Name narratives, expand class library, celebrate and have class experts share cultural holidays

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Give students a chance to share the origin of their names. This allows students to take part in conversation with their families about their family history and what their parents wanted for their kids!

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-Using the "I am ____ but I am not ____" in my 30 minute SEL class.
-Showing Adichie's video to show how single stories of people in history are dangerous. (maybe beginning of the Ancient China unit)

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I love both activities. We can use the index activity in tutorial for our no place for hate program. And I definitely want to incorporate the asset research project somewhere maybe for an author study or for no place for hate

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Each year, we start the year with an Identity Iceberg writing prompt. After your session, I feel like we can emphasize how we might have a "single story" about others, but we need to ensure that we understand there is a lot below the surface.

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English course: Having students reflect and think about their assumptions they have about an author/type of reading they will do prior to teacher input (through lecture or handout of background information)

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In pairing Mentors with new teachers, thinking beyond just grade level/content area (single story) and about who the teachers are as individuals.

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Expanding on SEL lessons (the ones that center on emotions) with these activities. I definitely want to try these with my fifth graders, but I also want to share this with staff at my school.