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Teaching for Justice - Intersectionality Toolkit

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Teaching for Justice - Intersectionality Toolkit

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Introduction

Adopting an intersectional approach means understanding that everyone has multiple identities-some visible and some invisible. But to truly understand intersectionality is to include identity and oppression in the conversation.

This toolkit for "Teaching at the Intersections" illustrates specific elements of the Teaching Tolerance Anti-bias Framework (ABF) and Perspectives for a Diverse America-standards, essential questions and central texts-that can be used to build student understanding of identity and oppression.

Essential Questions

1. How does intersectionality relate to identity and justice?

2. How can intersectionality be applied within the framework of anti-bias education to teach about multiple identities and oppression?

Procedure

The ABF is a set of anchor standards and age-appropriate learning outcomes divided into four domains-identity, diversity, justice and action. The standards provide a common language and organizational structure for K-12 anti-bias education. Two anchor standards stand out in the ABF as particularly useful in thinking about intersectionality:

Identity 3 (ID.3): "Students will recognize that peoples' multiple identities interact and create unique and complex individuals."

Justice 14 (JU.14): "Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics."

Perspectives for a Diverse America, Teaching Tolerance's free, literacy-based, anti-bias curriculum, integrates the ABF with two other key components-the Central Text Anthology and Integrated Learning Plan.

Below are examples of how Perspectives can help teach about multiple identities (ID.3) and power and privilege (JU.14 ) to students in grades K-2, 3-5, 6-8 and 9-12. Each example incorporates a grade-level outcome, an essential question and text titles. Log in to Perspectives to explore further and build your own learning plan with tasks and strategies! (Free registration required.)

GRADES K-2

ID.K-2.3: I know that all my group identities are part of me-but that I am always ALL me.

Essential Question: What groups do I belong to?

Literature: My Name Was Hussein (excerpt) by Hristo Kyuchukov (religion, race and ethnicity)

Informational: "Storm" by Tamera Bryant (gender)
"Julia Moves to the United States" by Sean McCollum (immigration)

JU.K-2.14: I know that life is easier for some people and harder for others and the reasons for that are not always fair.

Essential Question: How do I know when people are being treated unfairly?

Literature:

"The Emerald Lizard: A Guatemalan Tale of Helping Others" by Pleasant L. DeSpain (class)

Informational:

"The Day I Swam Into a New World" by Margaret Auguste (race and ethnicity)
"Jerrie Mock" by Tamera Bryant (gender)

GRADES 3-5

ID.3-5.3: I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too.

Essential Question: How does being a member of multiple groups change me?

Literature:
My Name Was Hussein (excerpt) by Hristo Kyuchukov (religion, race and ethnicity)
Joey Pigza Swallowed the Key (excerpt) by Jack Gantos (ability)

Informational:
"Julia Moves to the United States" by Sean McCollum (immigration)

JU.3-5.14: I know that life is easier for some people and harder for others based on who they are and where they were born.

Essential Question: How is my life easier or more difficult based on who I am and where I was born?

GRADES 6-8

ID.6-8.3: I know that overlapping identities combine to make me who I am and that none of my group identities on their own fully defines me or any other person.

Essential Question: How do different parts of our identities combine to make us who we are?

Literature:
"Why Chicken Means so Much to Me" from The Absolutely True Diary of a Part-Time Indian by Sherman Alexie (class, race and ethnicity)
"We Live by What We See at Night" by Martin Espada (place, immigration)

JU.6-8.14: I know that all people (including myself) have certain advantages and disadvantages in society based on who they are and where they were born.

Essential Question: How do differences in power and privilege influence the relationships we have with each other?

Literature:
The Misfits (excerpt) by James Howe (gender, LGBT)
Esperanza Rising (excerpt) by Pam Muñoz Ryan(immigration)

Informational:
Always Running (excerpt) by Luis J. Rodriguez (immigration, race and ethnicity)
"Fear" from Living Up the Street: Narrative Recollections by Gary Soto (class)

GRADES 9-12

ID.9-12.3: I know that all my group identities and the intersection of those identities create unique aspects of who I am and that this is true for other people too.

Essential Question: How do our intersecting identities shape our perspectives and the way we experience the world?

Literature:
Saffron Dreams (excerpt) by Shaila Abdullah (religion, race and ethnicity)
"A Room of One's Own" (excerpt) by Virginia Woolf (gender)

Informational:
"My Life in the Shadows" by Reyna Wences (immigration)
"Gawking, Gaping and Staring" by Eli Clare (ability, gender, LGBT)

JU.9-12.14: I am aware of the advantages and disadvantages I have in society because of my membership in different identity groups, and I know how this has affected my life.

Essential Question: How do power and privilege impact the relationships people have with each other as well as with institutions?

Informational:
"Deaf Culture" by Paula Kluth (ability)
"I Have a Dream" by Dr. Martin Luther King Jr. (race and ethnicty)

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Toolkit for "Teaching at the Intersections"

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Adopting an intersectional approach means understanding that everyone has multiple identities-some visible and some invisible. But to truly understand intersectionality is to include identity and oppression in the conversation. This toolkit for "Teaching at the Intersections" illustrates specific elements of the Teaching Tolerance Anti-bias Framework (ABF) and Perspectives for a Diverse America -standards, essential questions and central texts-that can be used to build student understanding of identity and oppression.

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By Johnson, Council, and Choi - read by Teach for Justice

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1. What story is being told? ​

2.  Who's telling the story? ​

3.  How would the story be similar or different if someone else told it? ​

4. How might you use this as a connected text?

Reflection: What did you notice or wonder about your own lens while watching the video?​

What might it reveal to you about your own point of view, assumptions and sources of knowledge?​

How might you use this as a mentor text in your literacy instruction?

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1. What story is being told?

2. Who's telling the story?

3. How would the story be different if someone else told it?

4. Who's story is not told?

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Primary Word Work Deck

Middle Years Word Work Deck

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Author, Jacqueline Woodson reading the story

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Jacqueline Woodson Reads "The Day You Begin" | Bookmarks | Netflix Jr

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Decoding Multi-syllabic words

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Matrix
Freyer Model
Making Big Words
Oral Vocabulary Activities
Morpheme Magic lessons inter-, -tion, -ality

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Oral activities based on The Day you Begin to develop Phonemic Awareness and Vocabulary

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Create or recite a poem they wrote or found that represents identity

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WordArt.com is an AI-powered word cloud generator that enables you to create amazing and unique word clouds with ease.

Professional quality results can be achieved in no time at all, even for users with no prior knowledge of graphic design.

Word clouds (also known as tag cloud, word collage or wordle) are visual representation of text that give greater rank to words that appear more frequently.

Word clouds are perfect for creating stunning personalized gifts. No sign up required!

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Create Stunning Word Clouds in Seconds | WordArt.com

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WordArt.com is an online word cloud generator that enables you to create amazing and unique word clouds with ease

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Thinking Routine and Discursive Strategies

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Thinking Routine and Discursive Strategies

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CSI Slide Deck
Bridge Slide Deck
Bridge Template and instructions

Possible Essential Question: What makes you so fabulously different from everyone else you meet?

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Quickwrite based on poem
Write/Create their own poem or short response
I am a Runner - Excerpt

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Spoken Word Poem -

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Middle Years Phonemic Awareness From our SPSD SLP's
Grade 4 - Substituting Vowel Sounds
Grade 5 - Reversing Phonemes
Grade 6 - Reversing Phoneme
Grade 7 - Transposing Phonemes to Different Spots
Grade 8 - Transposing Phonemes to Different Spots

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By Rita Joe - performed by Gabrielle Nebrida-Pepin

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Gabrielle Nebrida-Pepin: "I Lost My Talk " by Rita Joe

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https://docs.google.com/presentation/d/1lilCSM9RQuBWCuk330c4bRsjGayL7tkT7Oyc6548w0c/edit#slide=id.ga5c2d1b931_0_92

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Learn about different poets and their work (hyperdocs)

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Interactive hyperdocs are one way to provide relevant and engaging poetry instruction for your students whether you are in the classroom or at home! All hyperdocs are appropriate for both middle school and high school.

Click on the name of the poet to access their hyperdoc. It will ask you to make a copy, which is then free for you to edit as you wish and share with your students. Teaching poetry has never been easier. I kindly ask that you please give credit to TeachLivingPoets & the creator as noted if sharing beyond your students.

Created by Kristin Runyon

Created by Melissa Smith

Created by Ann Cox

Created by Kelly Lawlor

Created by Brian Hannon

Created by Jennifer Stuckey

More hyperdoc lessons:
Mini-lesson for "Tea" by Leila Chatti - created by Kristin Runyon Joy Harjo - created by Ann Cox Food Poem Unit for Online Learning - created by Melissa Smith Distance Learning Podcast Unit - created by Melissa Smith
Short story and longer works Hyperdocs at aplithelp.com

We hope that sharing these interactive hyperdocs and hyperslides will help make the teaching of poetry easier for you. We think all students, elementary, middle school, and high school deserve to read relevant, engaging, and empowering poetry!

Thank you for reading! Do you have a story, lesson, activity, or something else to share with TeachLivingPoets.com? Be a guest author! Email me at msmith@lncharter.org.

If you want to order a #TeachLivingPoets shirt, check out my awesome sister-in-law's Facebook store Megan's Makes and support a small business owner! Shirt options are: gray/blue/black/white/red/ green/purple unisex crew-neck S-XXXL and white/black women's v-neck S-XL. All shirts are $20, PayPal accepted.

You can follow me on Twitter at @MelAlterSmith and please tweet all the awesome things you are doing in your class with the #TeachLivingPoets hashtag!

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Interactive hyperdocs are one way to provide relevant and engaging poetry instruction for your students whether you are in the classroom or at home! All hyperdocs are appropriate for both middle school and high school. Click on the name of the poet to access their hyperdoc.

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Word Study with a decoding/spelling focus is integral to structured literacy practice.  Wiley Blevins lists many activities in his Middle Years Word Study Book. Here's slides with a summary of these activities to use in your instruction.

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Make a copy of this Morpheme mat that includes common prefixes, roots and suffixes.. It's important when discussing morphology to discuss sound, spelling and meaning.

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Using Elkonin Boxes helps bring the multisensory element of structured literacy to life digitally.  Students using lego or other chips themselves is a great option too

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Learning specific phonemes (sounds) is an essential skill to support decoding and phonics.  Many students struggle most with the vowel sounds. This vowel valley can support students to build that sound knowledge

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Word Study or Word Work supports Phonics , vocabulary, writing and comprehension. Using a word work mat to map graphemes supports orthographic mapping.

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Students in Middle Years often struggle with multi-syllabic words. Teaching syllable types and then building towards syllable reading fluency can support this pillar. Mote is a great chrome extension to record voice and feedback

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Visual Thinking Routines and Discursive Strategies

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Visual Thinking Routines and Discursive Strategies

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Using Thinking Routines and Discursive strategies can be more difficult to do online.  Here's some Visible Thinking Templates to support that work and build metacognition and comprehension

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Utilizing Graphic Organizers is an amazing scaffold for students that need support with writing. Here's a folder for some narrative organizers that were collated through hyperdocs.

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CBC

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EDITORS' LETTER

What does it mean to be Black in Alberta, Saskatchewan and Manitoba? It is impossible to limit more than 200 years of recorded Black presence on the Prairies to a single definition.

The CBC project Black on the Prairies began with a conversation among colleagues in the spring of 2020. The Prairies, like the rest of the country, were gripped by the rallying cry of "Black Lives Matter."

That conversation revealed a mutual desire to share the fullness of Black life on the Prairies. These stories are vital and urgent, especially during what the United Nations has labelled the International Decade for People of African Descent.

This project does not position the Prairies as Black ancestral territory or homelands. To be Black on the Prairies is to be part of a colonial legacy that begins on the ancestral lands of the First Nations and Métis people of this region. We aim to recognize Black and Indigenous peoples' shared histories and affirm our ongoing relationships.

Through five themes - Migration, Putting in Work, Black and Indigenous Relations, Politics and Resistance, and Black to the Future - this project places Black people's experiences at the centre of the Prairie narrative.

These stories explore the richness, complexity, depth and multiplicity of Black Prairie life - past, present and future. They highlight achievements and histories that affirm the influence of Black life on the Prairies and challenge assumptions about its newness.

Bringing this project to life involved contributions from a 10-person community advisory board. They shared insights, curiosities and perspectives, ensuring that Black on the Prairies authentically represents a diversity of experiences and histories. To them, we are incredibly grateful.

In this project, you will find personal essays, articles, audio stories, images and more. We invite you to enter through any door.

Welcome to Black on the Prairies.

Omayra Issa & Ify Chiwetelu
Black On The Prairies creators and project leads

"It is not only Black students who are robbed when the richness of their histories is excised from the history books; all of us are deprived when the full complexity of our collective history is denied us because it cheats us of a full understanding of our own present moment."

Karina Vernon, editor of The Black Prairie Archives: An Anthology, The whitewashing of Prairie history

COMMUNITY
ADVISORY BOARD

Thank you to the Black on the Prairies Community Advisory Board for their support and guidance

SHARE

If you've enjoyed Black on the Prairies, please take a moment to share it. If you have thoughts you'd like to share with us, email BlackPrairies@cbc.ca. For more stories about the experiences of Black people across Canada, check out Being Black in Canada.

Creators, Producers
Omayra Issa & Ify Chiwetelu

Associate Producer, Researcher, Audio Lead
Melissa Fundira

Associate Producer
Orinthia Babb

Designed by Andrew McManus

Developed by Dwight Friesen

Special Thanks
David Hutton
Lise Kouri
Heather Loughran
Natascia Lypny
Emily Mills
Sean Trembath
Karin Yeske

With support from CBC Calgary, CBC Edmonton, CBC Saskatoon, CBC Saskatchewan and CBC Manitoba

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EDITORS' LETTER What does it mean to be Black in Alberta, Saskatchewan and Manitoba? It is impossible to limit more than 200 years of recorded Black presence on the Prairies to a single definition. The CBC project Black on the Prairies began with a conversation among colleagues in the spring of 2020.