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Audience:

Social studies/history teachers, secondary students.

How it informs teaching & learning: Offers detailed lessons exploring the history of abolition and how movements for freedom link to present-day inequities. This aligns historical context with classroom work.

Why the audience benefits

Helps connect past freedom struggles to students’ present experiences, fosters critical thinking and authentic relevance.

How it supports cultural responsiveness

Allows students to explore histories of marginalized communities, positions students as change-makers, and affirms diverse historical narratives.

Possibilities & limitations

Possibilities: Engages students in historical context and critical inquiry. Can be integrated into units on civil rights, social justice, citizenship.

Limitations: U.S. centric, may need adaptation for non-U.S. contexts, also requires some experience with facilitating difficult topics.

What to keep in mind: Teachers should build classroom norms for discussion, including respect, listening, and connect historical lessons to local/community context to increase relevance.

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Oct. 4, 1961: Burglund High School Walkout...

More than McCarthyism: The Attack on Activism Students ...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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Audience

K–12 teachers, especially those working with ELL/multilingual learners.

How it informs teaching and learning

Provides resources on culturally responsive teaching, with tools, articles and strategies for instruction, mentoring, and multilingual learner support.

Why the audience benefits

Offers targeted, practical supports for diverse populations (ELLs, multilingual students), helps teachers build inclusive and culturally affirming classrooms.

How it supports cultural responsiveness

Encourages leveraging students’ cultural and linguistic assets, affirming multilingualism, connecting instruction to student backgrounds.

Possibilities & limitations

Possibilities: Good practical entry point for teachers focusing on linguistically diverse learners or multilingual classrooms.

Limitations: General in scope, may not fully address structural or abolitionist concerns; may need additional adaptation for school-wide practices.

What to keep in mind

Use alongside other equity and abolitionist teaching resources, and consider local language/culture contexts when using it.

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These resources offer educators ideas for building upon ELLs' strengths and experiences, fostering a welcoming and inclusive environment for all students, and celebrating diversity through children's literature.

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These resources offer educators ideas for building upon ELLs' strengths and experiences, fostering a welcoming and inclusive environment for all students, and celebrating diversity through children's literature.

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Presentation on Abolitionist Teaching and educational freedom (City Club of Cleveland 2019)

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Presentation on Abolitionist Teaching and educational freedom (City Club of Cleveland 2019)

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Audience for this resource

Primarily for teachers, administrators, policy makers, and community members concerned about racial and educational justice.

How this resource informs teaching and learning for diverse populations in K–12 schools

Helps educators see how current inequities in K–12 education are historically rooted in systems of oppression such as racism, capitalism, and patriarchy. Dr. Love critiques the way schools promote “grit” and “character” education instead of addressing structural inequality, and she reframes teaching as activism and care. To understand that students of color are not failing, instead the system is failing them. Love's message encourages teachers to recognize students’ brilliance and cultural knowledge as strengths, and to be an abolitionist teacher that set students free from oppression.

Why the audience will benefit from using this resource

Educators and school communities benefit as Dr. Love offers both a historical lens and a moral challenge. It pushes educators to move beyond just being an ally of people of color toward reflection on their own biases and unequal institutional practices. Also, it gives educators a sense of purpose and possibility by connecting their daily classroom choices to a larger struggle for justice.

How the Resource Supports Cultural Responsiveness

This presentation aligns with culturally responsive pedagogy. Abolitionist teaching affirms students’ identities, culture, and experiences instead of erasing them. Freedom dreaming invites teachers to design learning environments where critique and resistance of injustice are centered in the curriculum.

Possibilities and limitations of the resource

Possibilities: Begins reflection and discussion about race, equity, and justice in schools. Serves as a video for professional development on equity training.

Limitations: The presentation may cause discomfort and defensiveness for some viewers, and would require some facilitation of discussions afterward.

What the audience should keep in mind before using this resource

Dr. Love’s talk challenges educators to confront racism, privilege, and neutrality. These are essential but uncomfortable topics so be prepared for defensiveness. Encourage open dialogue and norms of respect, listening and politeness when showing this video. Localize the message by having participants reflect on how these issues appear in their own school or community.

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Center for Engaged Pedagogy (CEP), Barnard College

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Center for Engaged Pedagogy (CEP), Barnard College

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Audience for this resource
Educators, college and university instructors, pre-service teachers, and education researchers, as well as students and community members. While based in higher education, its principles and resource materials are highly applicable to K–12 educators working toward abolitionist, anti-racist, and culturally sustaining teaching.

How this resource informs teaching and learning for diverse populations in K–12 schools
The CEP resources deepens understanding of abolitionist pedagogy and its connection to historical and systemic oppression in education. It informs K–12 teaching by providing access to research, videos, and community projects that show how education can dismantle harmful systems. Invites educators to create and upload lessons that reflect culturally responsive teaching and challenge oppressive norms.

Why the audience will benefit from using this resource
Educators benefit because this collection offers both academic knowledge and practical entry points for justice-oriented teaching. Encourages reflection on power, privilege, and historical legacies in curriculum design.

How the resource supports cultural responsiveness
The CEP aligns closely with culturally responsive and sustaining pedagogy. It supports cultural responsiveness by encouraging educators to center student voices and lived experiences as sources of knowledge. Promoting critical reflection on how classroom structures privilege certain identities and silence others. Validating multiple cultural perspectives in curriculum, dialogue, and assessment.

Possibilities and limitations of the resource
Possibilities: Offers an academic foundation for exploring abolitionist and culturally sustaining pedagogy. Provides a library of multimedia resources which is ideal for teacher workshops.

Limitations: Focused primarily on higher education contexts and will require adaptation for K–12 settings.

What the audience should keep in mind before using this resource

When using resources, recognize that abolitionist pedagogy requires time, courage, and institutional support. This is long-term, systemic work, not a one-time initiative.

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Abolitionist Pedagogy Resources for Instructors, Staff, and Students | Barnard Center for Engaged Pedagogy

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Audience for this resource
Teachers, admin, counselors, teacher candidates, community educators. Anyone interested in understanding equity, anti-bias education and system reform in schools.

How this resource informs teaching and learning for diverse populations in K–12 schools

Helps educators address bias, systemic racism, and historical inequities by providing standards, frameworks, and classroom materials. It connects directly to abolitionist teaching principles by understanding how identity, diversity, justice, and action intersect in the classroom. Equips educators with the knowledge and skills to recognize and oppose injustice.

Why the audience will benefit from using this resource
Helps educators look at diversity education historically, understanding its roots in civil rights and anti-racist movements. Provides ready to use lesson plans on education justice and cultural responsive teaching.

How the Resource Supports Cultural Responsiveness
Voices from diverse groups are centered in content and history. Encourages educators to move beyond celebrating diversity toward questioning systems of privilege and exclusion. There are multilingual resources and stories available.

Possibilities & Limitations:

Possibilities: A large amount of online resources that are free, lesson plans that integrate theory, policy and practice, and content is multimedia - podcasts, videos, articles which support learning preferences.

Limitations: Highly U.S. focused, need to find supplemental resources for Canada, U.K., Australia, etc.

What the audience should keep in mind before using this resource
Use this resource as historical context and pair it with local case studies of black, brown, Asian and Indigenous education issues.

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Audience for this resource
Teachers, counselors, administrators, and teacher education students.

How this resource informs teaching and learning for diverse populations in K–12 schools
A hub that takes complex ideas about diversity, cultural responsiveness and inclusion, and translates them into classroom practices. It supports diverse learners by having articles, videos, and guides on inclusive pedagogy, representation in curriculum, and identity affirming classrooms. Also, connects well with abolitionist teaching by focusing on humanizing pedagogy through teacher stories, student voice, and community-centered learning.

Why the Audience Will Benefit from Using This Resource
Educators benefit from Edutopia’s diversity materials because they are accessible, classroom-tested, and teacher-driven. It helps teachers move from abstract concepts like equity and inclusion to specific, doable classroom strategies. The articles and videos provide real examples of culturally responsive teaching from schools across grade levels.

How the Resource Supports Cultural Responsiveness
Edutopia shares case studies of classrooms where equity and inclusion are embedded in pedagogy, assessment, and classroom culture.

Possibilities and Limitations of the Resource
Possibilities: Provides actionable strategies to promote diversity, belonging, and equity in the classroom. Supports professional reflection and continuous learning for educators at all experience levels.

Limitations: Because it is practitioner-oriented, Edutopia tends to focus on classroom practices rather than addressing systemic inequities or power structures.

What the Audience Should Keep in Mind Before Using This Resource

Contextualize the material by adapting lesson examples and approaches to your own students’ cultural and linguistic backgrounds. Consider combining Edutopia’s practical ideas with theoretical readings from Love or Vavrus to connect practice with systemic analysis.

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George Lucas Educational Foundation Celebrating 30 years

Find resources to help build an inclusive school community for students from different cultural, socioeconomic, and linguistic backgrounds and for children with unique instructional needs.

Research shows that having a teacher of color can help students of color reach better outcomes; but the benefits extend to all young people, preparing them to live and work in an increasingly diverse society.

Though public schools are becoming increasingly diverse, Black teachers remain underrepresented in U.S. schools. In their own words, three Black educators reflect on their successes-and their challenges.

In an excerpt from his book with fellow teacher Katie Hull Sypnieski, blogger Larry Ferlazzo looks at a few basic ways to reach students who are learning English as well as the subject at hand.

How can teachers prepare for diverse classrooms? There isn't a definitive answer, but there is a wealth of resources online. Discover some helpful links for teachers.

Use young children's understanding of differences to teach social justice through age-appropriate literature, news stories, anti-bias lessons, familiar examples, and problem solving.

When general education students and students with special needs play together, it breaks down unconscious biases about disability and fosters relationships.

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George Lucas Educational Foundation Celebrating 30 years Find resources to help build an inclusive school community for students from different cultural, socioeconomic, and linguistic backgrounds and for children with unique instructional needs. Research shows that having a teacher of color can help students of color reach better outcomes; but the benefits extend to all young people, preparing them to live and work in an increasingly diverse society.

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Center for Education and Justice (CEJ), University of Washington

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Center for Education and Justice (CEJ), University of Washington

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Audience for this Resource
Educators, school and district leaders, university researchers, teacher candidates, community organizers, and policy advocates.

How this Resource Informs Teaching and Learning for Diverse Populations in K–12 Schools
Addresses inequities in education through research and practice focused on justice, collaboration, and community partnership. Iinvestigates how systemic racism and inequity shape educational opportunity. Promotes community-engaged research that includes marginalized voices. Share strategies and findings that help educators design inclusive, anti-racist, and culturally sustaining learning environments. Bridge the gap between research and classroom practice to directly benefit students of color, multilingual learners, and historically underserved populations.

Why the Audience Will Benefit from Using this Resource
Educators benefit from CEJ’s research that guide schools in addressing racial inequities. The resources in CEJ provide solid evidence-based insights for improving curriculum, policies, and teaching practices that affirm students’ identities.

How the Resource Supports Cultural Responsiveness
The resources are rooted in cultural responsiveness and sustainability. CEJ encourages educators to recognize and incorporate students’ languages, histories, and cultural assets in the classroom. Promotes partnerships between schools and communities to ensure educational practices reflect local cultures. Challenges deficit thinking by emphasizing students’ lived experiences as sources of knowledge and strength.

Possibilities and Limitations of the Resource
Possibilities: Offers a hub for educators to access scholarly work and engage with justice-centered initiatives. Its research and initiatives serve as a model for combining abolitionist teaching, equity research, and teacher development. Encourages collaboration between universities, schools, and communities to create sustainable change.

Limitations: Much of CEJ’s work is centered around research and graduate study; practitioners may need to translate findings into classroom practice.

What the Audience Should Keep in Mind Before Using this Resource

Educators should engage critically, asking how CEJ’s findings apply to their specific local, cultural, and historical contexts. For school-based practitioners, it's a good idea to pair CEJ readings with classroom-oriented tools (Edutopia, Colorin Colorado) to turn research into real practice. Be prepared to collaborate with colleagues and community stakeholders, since CEJ emphasizes collective change over individual reform.

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Audience for this resource

Educators, ELL specialists, counselors, administrators, teacher candidates, students (grades 9–12, ELL, social studies classes), families, and community groups.

How this resource informs teaching and learning for diverse populations in K–12 schools

The documentary follows five immigrant high school students in Brooklyn, New York. Through their experiences, I Learn America informs teaching and learning by humanizing the immigrant experience by showing the emotional, social, and academic challenges of adjusting to a new country and school system. The film shows how relationships, empathy, and community are central to learning.

Why the audience will benefit from using this resource

I Learn America encourages empathy and understanding toward newcomer and multilingual students. Gives student-centered pedagogy where learning connects to identity and community. Provides an educational toolkit on the website, including discussion guides, classroom activities, writing prompts, and lesson extensions. Invites teachers to reflect on their own assumptions about diversity, language, and belonging.

How the resource supports cultural responsiveness

The film and its resources center student voice, identity, and agency, making immigrant youth visible and valued in the classroom. Encourages educators to view multilingualism and multiculturalism as assets, not deficits. Promotes abolitionist teaching and models an educational space where diversity, family and community values are vital for learning.

Possibilities and limitations of the resource

Possibilities: Ideal for ELL and social studies classes exploring identity, immigration, and belonging. Inspires storytelling and documentary projects for students to share their experiences and cultures. Can be used as a school wide film to foster understanding across diverse groups.

Limitations: The film has a U.S. context, teachers in other countries will have to localize discussions and connect to local immigration stories and histories. Some parts of the film deal with family separation, trauma, and discrimination, which require care and trauma facilitation.

What the audience should keep in mind before using this resource

Prepare students emotionally, establish norms of empathy and respectful listening before viewing. Try to connect the film to your own community’s immigrant or ELL stories.

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At the International High School at Lafayette, a Brooklyn public school dedicated to newly arrived immigrants from all over the world, five teenagers strive to master English, adapt to families they haven't seen in years, and create a future of their own while coming of age in a new land.