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Stamped: Racism, Antiracism, and You
A Remix of the National Book Award-winning Stamped from the Beginning (AGES 12 & UP)
A timely, crucial, and empowering exploration of racism--and antiracism--in America

This is NOT a history book.
This is a book about the here and now.
A book to help us better understand why we are where we are.
A book about race.

The construct of race has always been used to gain and keep power, to create dynamics that separate and silence. This remarkable reimagining of Dr. Ibram X. Kendi's National Book Award-winning Stamped from the Beginning reveals the history of racist ideas in America, and inspires hope for an antiracist future. It takes you on a race journey from then to now, shows you why we feel how we feel, and why the poison of racism lingers. It also proves that while racist ideas have always been easy to fabricate and distribute, they can also be discredited.

Through a gripping, fast-paced, and energizing narrative written by beloved award-winner Jason Reynolds, this book shines a light on the many insidious forms of racist ideas--and on ways readers can identify and stamp out racist thoughts in their daily lives.

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Stamped: Racism, Antiracism, and You - Ibram X. Kendi

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This remarkable reimagining of Dr. Ibram X. Kendi's National Book Award-winning Stamped from the Beginning reveals the history of racist ideas in America, and inspires hope for an antiracist future.

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A 2015 Pura Belpré Illustrator Honor Book and a 2015 Robert F. Sibert Honor Book
Almost 10 years before Brown vs. Board of Education, Sylvia Mendez and her parents helped end school segregation in California. An American citizen of Mexican and Puerto Rican heritage who spoke and wrote perfect English, Mendez was denied enrollment to a "Whites only" school. Her parents took action by organizing the Hispanic community and filing a lawsuit in federal district court. Their success eventually brought an end to the era of segregated education in California.

Praise for Separate is Never Equal
STARRED REVIEW S
"Tonatiuh masterfully combines text and folk-inspired art to add an important piece to the mosaic of U.S. civil rights history."
-- Kirkus Reviews, starred review

"Younger children will be outraged by the injustice of the Mendez family story but pleased by its successful resolution. Older children will understand the importance of the 1947 ruling that desegregated California schools, paving the way for Brown v. Board of Education seven years later."
-- School Library Journal, starred review

"Tonatiuh ( Pancho Rabbit and the Coyote) offers an illuminating account of a family's hard-fought legal battle to desegregate California schools in the years before Brown v. Board of Education."
-- Publishers Weekly

"Pura Belpré Award-winning Tonatiuh makes excellent use of picture-book storytelling to bring attention to the 1947 California ruling against public-school segregation."
-- Booklist

"The straightforward narrative is well matched with the illustrations in Tonatiuh's signature style, their two-dimensional perspective reminiscent of the Mixtec codex but collaged with paper, wood, cloth, brick, and (Photoshopped) hair to provide textural variation. This story deserves to be more widely known, and now, thanks to this book, it will be."
-- The Horn Book Magazine

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A 2015 Pura Belpré Illustrator Honor Book and a 2015 Robert F. Sibert Honor Book Almost 10 years before Brown vs. Board of Education, Sylvia Mendez and her parents helped end school segregation in California. An American citizen of Mexican and Puerto Rican heritage who spoke and wrote perfect English, Mendez was denied enrollment to a "Whites only" school.

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Something Happened in Our Town: A Child's Story on Racial Injustice

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Something Happened in Our Town: A Child's Story on Racial Injustice

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Animated Digital Reading

Something Happened in Our Town

FOR everyone 4 and up

Something Happened in Our Town follows two families - one White, one Black - as they discuss a police shooting of a Black man in their community. The story aims to help address children's questions about such traumatic events, and to help children identify and counter racial injustice in their own lives.

We recommend that families watch this video together and engage with the accompanying resources linked below. We hope that parents will encourage young people to ask the questions they have and seek the answers they need.

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Something Happened in Our Town | Children's Theatre Company

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Animated Digital Reading FOR everyone 4 and up Something Happened in Our Town follows two families - one White, one Black - as they discuss a police shooting of a Black man in their community. The story aims to help address children's questions about such traumatic events, and to help children identify and counter racial injustice in their own lives.

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Probably most people have seen the above illustration of the differences among equality, equity, liberation, and reality. As with many such things, they hide as much as they expose. The fence, representing a barrier, is not always something that can be removed (think about physical and mental differences as a barrier); there is no discussion of how "reality" came about; further, there are times when equality is preferable over equity and others when...

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Probably most people have seen the above illustration of the differences among equality, equity, liberation, and reality. As with many such things, they hide as much as they expose.

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Liz Kleinrock (she/her) is an antibias antiracist educator and consultant based in Washington, DC. A transracial adoptee, Liz was born in South Korea and grew up in DC before attending Washington University in St. Louis, MO. After graduating, Liz moved to Oakland, California, where she served as an AmeriCorps teacher with Girls Inc. and Super Stars Literacy for two years. Following her service, Liz moved to Los Angeles and earned her M.Ed from UCLA's Teacher Education Program. After a year student teaching a 5th grade class in Watts, Liz joined the founding faculty of a startup school in East Hollywood where she spent seven years teaching 1st through 4th grades.

In addition to classroom teaching, Liz also works as an antibias antiracist facilitator for schools, organizations, and companies across the country. Her work has gained national recognition through a documentary short produced by Fluid Film, and media outlets such as CNN, The Washington Post, NPR, and BBC. In 2018, Liz received Teaching Tolerance's 2018 Award for Excellence in Teaching, and currently serves on the Teaching Tolerance Advisory Board. Liz is proud to share her 2019 TED Talk from "Education Everywhere" on building foundations of equity with young learners, and is the author of Start Here, Start Now: A Guide to AntiBias and AntiRacist Work in Your School Community with Heinemann Publishing.

She currently resides in Washington DC with her two bunnies, and teaches middle school.

You can connect with Liz on her website, TeachAndTransform.org, on Twitter at @teachntransform, or on Instagram at teachandtransform.

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Liz Kleinrock (she/her) is an antibias antiracist educator and consultant based in Washington, DC. A transracial adoptee, Liz was born in South Korea and grew up in DC before attending Washington University in St. Louis, MO. After graduating, Liz moved to Oakland, California, where she served as an AmeriCorps teacher with Girls Inc.

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Teaching on Days After: Dialogue & Resources for Educating Toward Justice

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Teaching on Days After: Dialogue & Resources for Educating Toward Justice

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Teaching on Days After: Dialogue & Resources for Educating Toward Justice

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This group will share resources and offer a space for dialogue about teaching on days after injustice, traumas, and tragedies, on an international, national, or local scale. How do we as educators...

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Jordan walked in on the first day of school full of slouchy teenage mojo. As I surveyed the class, matching names to seventh-grade faces, I took a longer second look at Jordan. Eighties throwback skinny jeans, oversized black hoodie, sneakers created for skateboarding, and side-swept, chin-length hair-nothing about Jordan's appearance marked an "obvious" gender identity.

For weeks I danced verbally around Jordan because I didn't want to use the wrong pronoun.

I was so awkward. I overly used Jordan's name: "Jordan, you'll be the leader of your group, and Megan, you'll also be with Jordan. Jordan will lead discussions by showing Jordan's think-alouds about the text." I made a special effort to get to know Jordan and Jordan's friends, hoping to hear one of them utter a pronoun in reference to Jordan so I would know which direction to point my speech. I had no idea how to have a conversation about gender identity with Jordan.

I am a member of the LGBT community. I volunteer my summers in my community's LGBT activist center, and I work diligently alongside colleagues to bring LGBT issues into classrooms. But I had no idea how to address the fact that, eventually, I'd have to find out which pronoun to use for Jordan.

Three weeks into school, hypervigilance of my pronoun usage failed me, and I called Jordan "him." I was wrong. I embarrassed Jordan. I felt the full weight my failure fall on me in a matter of moments.

Gender is a social construct. A person may identify with a gender different from his or her biological sex or may express his or her gender in a manner that does not fit with society's expectation of what a boy or a girl should look and act like. Because gender is so fluid, queer theorists tells us that it's not only acceptable but also necessary to ask students what pronoun they'd like us to use. Taking the time to do this with Jordan would have saved me-and her-considerable embarrassment.

Further, queer theory offers pronoun usage beyond "him" and "her." One gender-neutral pronoun becoming more widely accepted when referring to a person in singular form is "they." A second option is using pronouns that completely depart from traditional usage, such as the gender-neutral "ze" (pronounced "zee") or "hir" (pronounced "here").

The problem with these gender-neutral pronouns is that-because they are still not mainstream-using them inevitably draws attention to the person they reference. Students not previously exposed to gender construction, expression and fluidity may be hostile to these ideas; using alternative pronouns could worsen the situation for a transgender or gender-queer student. Creating an inclusive environment for transgender and gender-fluid students means taking the time to have those tough conversations and changing the way we approach gender in the classroom-steps that can pave the way for using gender-neutral pronouns safely if that's what a student prefers.

In 2010, the LGBT advocacy group GLSEN released a study and a set of recommended practices for creating safe classrooms. The study cited as the most critical steps the need for inclusive language; availability of supportive staff members; curricular resources that include representation of LGBT people; and anti-harassment polices needed to create a safe school environment for LGBT students. The study went on to include important special considerations for trans students. The researchers recommend that teachers must "explicitly address issues and experiences specific to transgender students." Discussing gender identity, gender expression and society's narratives about gender roles in the classroom creates a space where students can not only critically examine the construct of gender, but also become more accepting of others' gender identities.

Additionally, Campus Pride provides resources to help colleges and universities become more inclusive of the gender spectrum. Some of these policies and talking points can be applied in middle and high schools, and the site also links to other organizations that promote best practices for gender inclusivity.

Big strides have been made by and for transgender and gender-fluid students. The group Privacy for All Students has helped the " bathroom law" gain real momentum in California. Facebook recently made a widely publicized shift to add multiple gender identity choices to its profile settings. In our efforts to honor, respect and validate transgender and gender-fluid students and others, we must promote these successes as we work through our own ignorance and mistakes. We must hold each other accountable but also with the utmost compassion as we work toward a more inclusive reality for all of us.
Ricket is a high school English teacher in Ohio.

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Jordan walked in on the first day of school full of slouchy teenage mojo. As I surveyed the class, matching names to seventh-grade faces, I took a longer second look at Jordan. Eighties throwback skinny jeans, oversized black hoodie, sneakers created for skateboarding, and side-swept, chin-length hair-nothing about Jordan's appearance marked an "obvious" gender identity.

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The acronym, which stands for black, Indigenous and people of color, is suddenly everywhere. Is it doing its job?

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Using Inclusive Language: Guidelines and Examples

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Using Inclusive Language: Guidelines and Examples

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Join us for a monthlong series of events, including a digital art exhibit, Colorful Connections, Paint Your Heritage and a poetry reading and discussion featuring renowned Afro-Latina poets and scholars.

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Feast for 10, a children's book by Cathryn Falwell, recently found its way into a lesson at Chicago's Lincoln Park Cooperative Nursery School. The book, focusing on counting skills, follows a family through the relatively mundane task of grocery shopping and preparing a meal-from one grocery cart to 10 hungry people.

But when the group of predominantly white 3-year-olds listened to and asked questions about the story, none commented that the family in the book was black.

Is this seemingly color-blind attitude a good thing? Not necessarily.

For Shannon Nagy, the preschool's director, the key to addressing race is talking directly about it--and starting young.

"Young children are hard-wired in their brains to notice difference and to categorize it," Nagy said. "So it is vital during early childhood to put some context around making sense of differences."

The book NurtureShock reiterates this in the chapter "Why White Parents Don't Talk About Race." Authors Po Bronson and Ashley Merryman found that some parents choose not to discuss race with their children, assuming they are making them extremely tolerant and "color-blind" by not pointing out obvious differences. But according to Bronson and Merryman, all children will inevitably stereotype and categorize people based on race, much to their parents' dismay.

This is why Nagy said her teachers at LPCNS focus on openly acknowledging and discussing differences in the classroom, especially through children's literature.

"I think it is important to address issues of tolerance in a context of meaning in the preschool setting with the relationships they have, the materials and activities they interact with and the literature they are exposed to," Nagy said. "There isn't an age when this isn't important and appropriate."

Emily Cresswell, an LPCNS teacher, said she and her colleagues routinely find ways to acknowledge and discuss differences, despite the school's relatively homogenous classes.

Discussion of race often begin when the children notice differences amongst themselves, Cresswell says. Other times it happens while reading illustrated books about children from diverse backgrounds. The school also takes care to present diversity in teaching materials. They might include dolls of different skin tones, puzzles that depict people with physical handicaps, and photos that show various kinds of families.

"Children are going to be drawing their own conclusions anyway," Nagy said. "So it is best to try and influence those conclusions now."
Butler is a Wisconsin college student majoring in English and journalism.

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Feast for 10, a children's book by Cathryn Falwell, recently found its way into a lesson at Chicago's Lincoln Park Cooperative Nursery School. The book, focusing on counting skills, follows a family through the relatively mundane task of grocery shopping and preparing a meal-from one grocery cart to 10 hungry people.

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No Student Is Too Young to Use Their Voice This Election Season

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No Student Is Too Young to Use Their Voice This Election Season

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Not everyone in our country is eligible to vote, but everyone has a voice. Use these three ideas to show future voters how they can take action today.

Share "Having the Talk," and encourage your students to talk with their families about voting.

Our newest elementary-friendly Story Corner, " Having the Talk," follows Jeremiah, a fifth-grader who overcomes his shyness to talk with his parents about their voting plans-and to ask them to promise that they will get involved this election season. Touching on the challenges that keep people from the polls and the importance of getting involved, the story illustrates how young people who are still years away from voting can still have a powerful voice in our democracy.

You can share "Having the Talk" three ways:

Our printable pledges are one way young people can follow Jeremiah's lead. When they share the Voting and Voices pledges with their families, students ask them to commit to taking a few concrete steps-checking their registration, talking to others about the issues that matter to them, encouraging others to get to the polls-that will get them involved this election season. The two pledges-signers promise to "Use My Voice" or "Use My Vote"-ensure that every adult who cares for a young person can participate, regardless of whether they're eligible to vote. We even have a version of the pledge designed for early elementary students.

Talk with students about ways to take action.

This summer, we visited with students from March for Our Lives. Speaking with these inspiring young people about the work they've done and the support they need, all of us here at TT were struck by their incredible commitment-and by their immense capability. While they were here, they recorded a message for students across the country who aren't yet old enough to vote, but who are definitely old enough to make a difference. Share the video with your students and talk with them about ways they can get involved this election season.

Check out other resources from Voting and Voices.

If you haven't yet gotten a chance, check out the classroom and professional development resources we've collected for Voting and Voices. You'll find a wealth of materials for K-12 classrooms, including printable posters, classroom-ready lessons, texts for readers of all levels, and even a project plan to help students create a shareable voter guide for families. You'll also find professional development resources to help you create and sustain the kind of classroom where students can speak openly and honestly about critical topics and guidelines for facilitating courageous conversations.

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No Student Is Too Young to Use Their Voice This Election Season

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Not everyone in our country is eligible to vote, but everyone has a voice. Use these three ideas to show future voters how they can take action today. Our newest elementary-friendly Story Corner, " Having the Talk," follows Jeremiah, a fifth-grader who overcomes his shyness to talk with his parents about their voting plans-and to ask them to promise that they will get involved this election season.

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sesame street elmo talking about race - Bing video

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Top suggestions for sesame street elmo talking about race