# data[].attributes.headline
Dr Tatum about how to talk to kids about race

# data[].attributes.subject
Dr Tatum about how to talk to kids about race

# data[].attributes.body
So great since it gives you the wording which makes it so easy to implement: thanks to Lisa and Erin for sharing it!

# data[].attributes.attachment_link.title
Discovery Museum Speaker Series Event Featuring Dr. Beverly Daniel Tatum

# data[].attributes.headline
For parents about racism and what we teach in schools

# data[].attributes.subject
For parents about racism and what we teach in schools

# data[].attributes.body
kindly shared by Lisa in the call to action. I agree that it's better for all to know all sides of history (the full picture) and discuss them together.

# data[].attributes.attachment_link.readable_text
Searing images from this month's mostly white insurrection in Washington, D.C.-including a hangman's noose on the Capitol grounds and the Confederate flag carried inside the U.S. Capitol-harken back to another era when both were tools and symbols of white supremacy across the country.
But relatively few students have learned about previous sordid moments that foreshadowed this year's efforts to instill terror and violently overturn an election such as the Wilmington Insurrection of 1898, widely thought to be the only successful coup in U.S. history, and the Tulsa Race Massacre.
New attention to what is taught in history class has sparked debate over the approach that schools should take.

"In secondary education, we tend to sidestep the controversy, the trauma, the pain, the suffering that's embedded in history," said Karlos Hill, an associate professor and chair of the Department of African and African American studies at the University of Oklahoma. "For some to tell the truth about American history, in particular to tell the truth about Black history, would run counter to what history is supposed to do, which is to make us more patriotic, more flag loving and flag-waving."
Hill created and leads the Tulsa Race Massacre Institute, a professional development program that helps Oklahoma teachers craft lesson plans to teach about the white mob that in 1921 stormed a Black community in Tulsa, Okla., ravaging a thriving business district and leaving dozens of people dead in their wake.
Oklahoma officially incorporated the massacre into the statewide school curriculum in January 2020.
"We're trying to make sure that we don't have a whitewashed version of history," said Amanda Solivan, the social studies content manager for the Tulsa school district. "Clearly, our country is struggling in terms of how we have some critical conversations about race."
In the waning months of his presidency, Donald Trump used his platform to warn of a "crusade against American history" and threatened schools that adopted a curriculum based on the New York Times' 1619 Project, which examines how slavery shaped the United States and highlights the historical contributions of Black Americans.
On Monday, the White House released the report of the presidential 1776 Commission, which argues that schools need "pro-American" curriculum because American heritage and principles are under attack from revisionist history. Trump did not appoint any professional historians.
Pushing back against Trump's call for "patriotic education" well before the report's release, scholars argued that students should learn a complete version of U.S. history and be empowered to debate the nation's virtues and flaws.

States debate what and how to teach about America's racist past

Teaching U.S. history has long been politicized and racialized. What students learn and how textbooks present history varies from state to state, school district to district, and even school to school.
The politicization ramped up last fall when Trump threatened to cut the funding of California schools that teach a curriculum based on the New York Times' 1619 Project.
Trump lacked the authority to cut the federal funding, but he was not the only federal official who ranted against the framing of the project and its use in schools.
"They want you to believe that America's institutions continue to reflect the country's acceptance of slavery at our founding," U.S. Secretary of State Mike Pompeo said in a speech in July 2020. "It's a disturbed reading of history. It is a slander on our great people."
In a year that brought a national reckoning on the country's history of racism and white supremacy, the debate over how to frame history is ongoing in some states.
In North Carolina, some Democratic members of the state Board of Education are pushing to make the social studies standards more inclusive, with more focus on how government and economic policies have denied opportunities for some people. The suggested changes were sparked by the national protests over the police killings of George Floyd and other Black people.
"When you're arguing for more inclusive standards, what you're really saying is that there are groups of people whose stories have not been adequately told," said James Ford, a Black man and member of the state board.
Ford, a former social studies teacher, was the 2015 North Carolina State Teacher of the Year. He is currently the executive director of the Charlotte, N.C.-based Center for Racial Equity in Education.
The North Carolina debate over the social studies standards has split along partisan lines. Board members, including Ford, who were appointed by the state's Democratic governor largely support the draft standards which encourage American history classes to "explain how systemic racism, oppression and discrimination ... have impacted equality and power in America." The current version of the standard focuses on how groups sought to expand or restrict access to freedom and equality. Republican board members have raised objections.
Republican State Lt. Gov. James Robinson, who also serves on the Board of Education, has labeled the efforts to reframe the social studies standards as "divisive."
"We need to be teaching students about their common experiences as Americans, and in order to do that, I don't think we need to separate into groups," said Robinson, the state's first black lieutenant governor, said during a state board meeting in early January.
The debate is ongoing.

A teacher asks her students to compare and contrast history

Last January, North Carolina decided to reduce the number of U.S. history courses required for graduation from two to one to make room for a mandated personal finance course. The change will condense the last 270-plus years of U.S. history into one course, possibly making it more difficult to cover historical incidents such as the Wilmington coup, when in 1898, white supremacists violently overthrew the city's elected, racially integrated government. It's been described as the only successful coup d'etat in United States history.

Some historians consider the Wilmington coup a turning point in the state and across the South that marked a rigid return to racial segregation and widespread disenfranchisement of Black residents across the region.

"It often is not taught because it disrupts the American narrative of meritocracy, of unfailing guaranteed freedoms," Ford said. "It's a desire to crop other people out of the historical picture."
The lasting images of the coup are of a white mob, posing in front of the charred ruins of Wilmington's only black newspaper.
Whitney Coonradt, a social studies teacher at New Hanover High School in Wilmington, has taught her students about the city's coup for years.
In the days after the mob stormed the U.S. Capitol, Coonradt had her students look at images from the riot and write about how it made them feel and what it made them think.
She saw parallels between images of the mob in the District of Columbia this month, with people livestreaming the chaos and posing for pictures in congressional office and the congressional chambers, and the mob that posed for pictures to record their devastation of Wilmington.
"That kind of white entitlement and justification and overwhelming confidence in doing something that is so blatantly illegal and against our principles," said Coonradt, who is white.
"How does the city even begin to move forward if we aren't even sharing the same facts and memories?" Coonradt asked.

Can schools help prevent the Capitol insurrection from happening again?

The same question could be asked of the nation.
Anton Schulzki, the president-elect of the National Council for the Social Studies, has heard from educators who are not comfortable discussing the attempted coup at the Capitol.
Some are reluctant because of their political beliefs, but others because of the sentiment in their larger communities that side with Trump's effort to overturn the election.
"In some of those places, where the conversations are not happening, is where they need to occur," said Schulzki, a high school social studies teacher in Colorado. "We never talked about that stuff in the past. You could argue that is how we wound up with what happened."
Hill, the University of Oklahoma professor, has written books about the Tulsa Race Massacre, the history of lynching in the United States, and the murder of Emmet Till, a Black teenager who was lynched in Mississippi in 1955 after being accused of flirting or whistling at a white woman.
"Our goals in teaching history often determine what we teach and what we emphasize," Hill said. "You can create love for country even as you offer up critical examinations of the country."
Lies about the rape or accosting of white women by Black men were also used to rouse the support for the massacres in Tulsa and Wilmington.
In 2021, the lies were used to fuel a battle over control of the presidency and the United States government. Many of the participants in the attack on the U.S. Capitol that left at least five people dead labeled themselves as patriots. In social media posts prior to the attack, two Republican member of the U.S. House referenced the insurrection as our "1776 moment," a reference to the nation's origins.
"There's nothing worse than folks who are ill-informed as to what is actually going on in the world," Schulzki said. "That's more dangerous, I think, than anything."

# data[].attributes.attachment_link.title
The Violent History of White Supremacy Is Rarely Taught in Schools. It Should Be

# data[].attributes.attachment_link.description
Searing images from this month's mostly white insurrection in Washington, D.C.-including a hangman's noose on the Capitol grounds and the Confederate flag carried inside the U.S.

# data[].attributes.attachment_link.readable_text
With the kids being home more and everyone doing a few more things inside this time of year, it's time to think outside the box and use these easy science experiments to do at home. All of these fun activities and ideas are easy to do at home and are done using supplies that you already have in the house. This means no more running to the store for an item that caught you off guard once you started!

If you're looking for some activities that are fun and educational, you're going to love the fun and unique options below. They're all easy to do and they have great educational value with them as well!

Not only are these ideas for science project a great way to keep their minds working but they're also something that they can use and continue to be creative with, too. Fill your house with these fun science activities for kids so that you keep fostering their love for creativity and curiosity.

25+ SCIENCE EXPERIMENTS FOR KIDS

The kids are going to have a blast creating all these fun science experiments using everyday items you have lying around the house.

1. Electrolysis of Water

Such a fun idea to introduce electrolysis of water to young kids. Kid will totally enjoy the process and get fascinated by the water bubbles generated by electric current separating the two gases.

2. Cleaning pennies with ketchup

Teach the kids how reactions work with this cleaning pennies with ketchup activity! Such a simple and educational activity for the kids.

3. Rainbow Lemon Volcano

This Rainbow Lemon Volcano shows the kids just how fun it can be to use everyday items around the house to learn.

4. Fireworks in a Glass

Who knew that making fireworks in a glass was such a readily available activity to do at home?!

5. Teaching Kids About Tooth Decay

There are so many ways that your kids will love learning about tooth decay with this fun activity.

6. Dissolving, Expanding, and Bouncing Egg Science Experiment

Eggs are supposed to be fragile but this experiment showcases them in a whole new light!

7. Celery and Food Coloring Science Experiment

This is a fun science activity to show kids how the water travels through the celery once absorbed.

8. Rain Cloud in a Jar

Use this rain cloud in a jar to show the kids how water and rain can move using bright and fun colors.

9. Make Oobleck

Messy play is a good play and this oobleck recipe will teach the kids how to make their very own oobleck to have at home.

10. Simple Skittles Experiment

This skittles experiment is still one of the most fun and tastiest activities out there!

11. Magic Heart Activity

Let the kids learn all about the magic of the heart with this fun heart activity.

12. Crystal Science Experiment

Gather up what you need to let the kids make this fun Crystal Science Experiment.

13. Oil and Water Science Activity

This oil and water science fun is a great way to show the kids how some things just don't mix!

14. Surface Tension Steam Challenge

Can you power a boat with soap? You'll just have to put this challenge together and find out!

15. How to make a paper seed pot

Let the kids have fun creating this paper seed pot and learning all about seeds and how they grow.

16. Stone Soup Science Activity

If the kids know the book Stone Soup, they're not going to want to miss out on this Stone Soup Science Activity!

17. Growing Sugar Crystals

Helping the kids grow sugar crystals is a fun and tasty way to use science at home.

18. Hurricane Tube

This hurricane tube activity is great for hands-on learning at home.

19. Melting Ice Experiment

Use this melting ice experiment as a way to try to figure out what will make the ice melt the fastest.

20. Pizza Box Solar Oven

This DIY solar oven is such a fun idea to make at home. (and make s'mores, too!)

21. Tornado in a Jar

Show the kids how simple it can be to make a tornado right at home!

22. Charged Atoms Science Experiment

This atom experiment is a super cool way to teach the kids all about static electricity and charges.

23. Glitter Volcano

Helping the kids make their own glitter volcano is a great way to combine science and fun.

24. Unicorn Density Tower

Use this unicorn activity to teach the kids about the densities of water.

25. Ice Lantern

This STEAM activity will help to teach the kids all about the various states of water.

26. Building Bridges Experiment

See how strong the kids can make their bridges with this fun stem activity!

See how fun these are going to be?! You can easily plan one of these cool science experiments that kids can do at home per week and let them have a blast creating something new! They'll love using this hands-on learning approach to learn even more great STEAM skills.

This post contains affiliate links to the products mentioned. Read our disclosure policy for more information.

# data[].attributes.attachment_link.description
With the kids being home more and everyone doing a few more things inside this time of year, it's time to think outside the box and use these easy science experiments to do at home. All of these fun activities and ideas are easy to do at home and are done using supplies that you already have in the house.

# data[].attributes.body
Powerful! Loved to see Ali Muldrow, Brandi Grayson and Vanessa McDowell there!

# data[].attributes.attachment_link.readable_text
Let's celebrate Black History Month, Madison style! Here are a few highlights from the 175-year history of Black Madisonians, hosted by Michael Johnson​ with support from The Capital Times​ and Fitchburg Family Pharmacy​ and video by Rafael Charles Ragland​ of 608.TV. It's not every Black person who's ever done great things for our City, but it's a start. We hope you learn something and come away with pride in our community!

# data[].attributes.attachment_link.title
A History of Black Madison: The Video Documentary

# data[].attributes.attachment_link.description
Let's celebrate Black History Month, Madison style! Here are a few highlights from the 175-year history of Black Madisonians, hosted by Michael Johnson​ with support from The Capital Times​ and Fitchburg Family Pharmacy​ and video by Rafael Charles Ragland​ of 608.TV. It's not every Black person who

# data[].attributes.body
Thanks Lisa and Erin! How inspiring! So great to know more about local figures!

# data[].attributes.attachment_link.readable_text
PBS Wisconsin Documentaries
Wisconsin Public Television tells the story of civil rights leader Vel Phillips. Discover how Vel Phillips achieved an impressive list of "firsts" as part of her legacy, including the first African American judge in Wisconsin and the first woman, and African American, in the nation elected to executive office in state government.

Aired: 02/16/15

Rating: TV-G

Problems Playing Video? Report a Problem |

# data[].attributes.attachment_link.title
PBS Wisconsin Documentaries | Vel Phillips: Dream Big Dreams

# data[].attributes.attachment_link.description
PBS Wisconsin Documentaries Wisconsin Public Television tells the story of civil rights leader Vel Phillips. Discover how Vel Phillips achieved an impressive list of "firsts" as part of her legacy, including the first African American judge in Wisconsin and the first woman, and African American, in the nation elected to executive office in state government.

# data[].attributes.attachment_link.title
The Zoogies - If All The Raindrops | Nursery Rhymes & Kids Songs

# data[].attributes.body
For older kids than preschool but gives good clues. Also uses language like "cow dung" so adjust as needed.

# data[].attributes.attachment_link.title
Indigenous Peoples Day message from Ho-Chunk President Marlon WhiteEagle

# data[].attributes.attachment_link.description
This list is by Debbie Reese of American Indians in Children's Literature (AICL). AICL provides critical perspectives and analysis of indigenous peoples in children's and young adult books, the school curriculum, popular culture, and society.

# data[].attributes.attachment_link.readable_text
Remember that classic Sesame Street videos about how crayons are made ? We watched in awe as crayons rolled off the assembly line, wrapped in paper, and then slipped into those familiar cardboard boxes. Kids today are just as fascinated by how things are made, and they've got a lot more videos to choose from! Watching these videos together is a terrific way to encourage the next generation of engineers, designers, construction workers, and more. Here are some of our favorites.

1. Crayons

The original Sesame Street classic is still worth watching, but for older kids who'd like a little more details about the process involved, try this up-to-date version.

2. Cheese

Most kids probably know cheese comes from milk, but do they know what it takes to turn milk into cheese? This video has the answers.

3. LEGO Bricks

This detailed video shows how the factories work, including some really cool automation. You'll learn the whole process from plastic granules to finished LEGO kits, ready to sell.

4. Toilet Paper

After widespread shortages in early 2020, toilet paper is something we'll never take for granted again. This video about how they make it will help you appreciate TP even more.

5. Baseballs

Sports fans will love learning how things are made for their favorite game. This video about baseballs details the painstaking hand-stitching that still goes into each professional baseball. You can also learn about rubber balls (like basketballs), baseball bats, and footballs.

6. Sprinkles

Who wouldn't be mesmerized by a cement mixer full of chocolate sprinkles? (Okay, it's not really a cement mixer, but it sure looks like one.) Bonus tip: Enjoy a bowl of sprinkle-covered ice cream while you watch videos about how things are made!

7. Maple Syrup

Speaking of sweet things, kids will definitely love learning where one of their favorite breakfast treats comes from. From maple tree to bottle to pancakes ... that's how things are made into something delicious!

8. Pencils

This video on how things are made is perfect for kids and teachers. Science teacher Doug traces the history of pencils, then shows what it takes to make the pencils we use today.

9. Silk

When kids learn that silk fabric comes from caterpillars, they might be a little surprised. But that's just part of the fascinating process that goes into making this luxurious fabric.

10. Balloons

First, listen to the song "Where Do They Make Balloons?" by They Might Be Giants. Then, get the answer by watching this cool video that tours a balloon factory.

11. Paper Money

So-called "paper" money is usually made from a mix of paper and fabrics, with special dyes and other counterfeiting measures. Science Doug shows you how it all comes together to make the dollar bills you know so well.

12. Coins

Pennies, nickels, dimes, and quarters are familiar sights, but where do they come from? This video by the U.S. mint has the details.

13. Fireworks

There's no more exciting aspect of chemistry than fireworks! Learn how they're assembled and tested, what makes them work, and how professional displays are planned.

14. Gum Balls

Oh, the joy of blowing a giant bubble of gum! Get a little history of gum, then discover the 5-day process of making brightly-colored gumballs.

15. Books

Kids do a lot of reading and writing, but do they ever stop to think about how books are made? Take a tour of a book-printing factory to find out.

16. Glass

Ask kids what their sandbox and the windows of their classroom have in common, and they'll probably have no idea. Watch this video from science teacher Doug to find out!
Looking for more videos about how the world works? Check out these 20 Online Resources For Fantastic Free Science Videos. Plus, 10 Amazing, Creative, Must-See Videos to Promote Recycling at School.

# data[].attributes.attachment_link.title
Our Favorite Videos For Kids About How Things Are Made

# data[].attributes.attachment_link.description
Remember that classic Sesame Street videos about how crayons are made ? We watched in awe as crayons rolled off the assembly line, wrapped in paper, and then slipped into those familiar cardboard boxes. Kids today are just as fascinated by how things are made, and they've got a lot more videos to choose from!

# data[].attributes.attachment_link.readable_text
Whether you're teaching online or in the classroom (or somewhere in the middle!), things can get pretty stressful-especially during a pandemic. Playing some relaxing music during learning breaks can help settle everyone's minds and refuel our reserves so we can tackle the rest of the day!

1. Happy Cute Relaxing Music for Children

Three hours of perfect for motivating, uplifting, and background music without ad breaks!

2. A Day of a Unicorn

An hour of colorful, relaxing music for your classroom.

3. Happy Ukulele Songs

Fun, calming music with great visuals.

4. Happy Background Music for Children

Peaceful tunes to give growing minds a well-deserved break.

5. Happy Relaxing Music for Children

This light instrumental hang-drum song is perfect after a stressful morning.

6. Relaxing Guitar Music

Let the strumming of this guitar take your worries away!

7. Instrumental Background Music for the Classroom

This is a nice selection of instrumental background music for the classroom.

8. Coral Reef Aquarium Music

This video features beautiful coral reef fish and relaxing music that is ideal for study and restoration.

9. Happy Music Beats to Relax, Work, Study

Bring some upbeat, good vibes to your classroom!

10. Relaxing Music for Stress Relief

The underwater sounds will wash your cares away.

11. Calming Music for Children in the Classroom

Create a positive learning environment for writing, studying, reading, or doing homework.

12. Be Calm and Focused

This video featuring cute animals is perfect for younger students.

13. Calm Piano Music 24/7

A 24/7 stream of relaxing melodies you can use as study or background music.

14. Fine Art Music and Paintings

The music of Debussy and more set to a slide show of beautiful paintings.

15. Relaxing Music & Ocean Waves

The calming and rhythmic sounds of the ocean can feel so soothing to busy minds.

16. Happy Relaxing Guitar Music for Children

The sweet plucking in this video feels so positive and refreshing.

17. Relaxing Nature Sounds

Mellow out to the sounds of birds chirping and water flowing.

18. Minecraft Soundtrack

Even if your students don't love Minecraft, this instrumental soundtrack is great for a break between lessons.

19. Instrumental Music to Relax

This relaxing video includes piano and guitar music.

20. Morning Relaxing Music For Children

A great mid-morning choice for relaxing music for the classroom.

21. Positive Background Music for Kids

A very uplifting and sweet video for a well-earned break or even for study time.

22. Classical Music for Kids in the Classroom

This video features a violin performance of Vivaldi's "The Four Seasons, Concerto No. 4 in F minor."

23. 3 Minute Timer with Music for Kids!

This plucky three minute timer video can help with time management. Check out this one for classical music. Also try the one minute, five minute, and 20 minute timers!

24. Relaxing Music for Children with Animals

Perfect for promoting calm and mindfulness as well as an appreciation for nature and the world around us.

25. Relaxing Music For Children with Dinosaurs

These cute dinosaurs make taking a break feel even better.
Do you use calming music in your classroom? Share your tips and ask questions on the WeAreTeachers HELPLINE group on Facebook. Plus, How to Create and Use a Calm-Down Corner in Any Learning Environment.

# data[].attributes.attachment_link.title
25 Relaxing Music Videos for Online and In-Person Classrooms

# data[].attributes.attachment_link.description
Whether you're teaching online or in the classroom (or somewhere in the middle!), things can get pretty stressful-especially during a pandemic. Playing some relaxing music during learning breaks can help settle everyone's minds and refuel our reserves so we can tackle the rest of the day!

# data[].attributes.body
Call to act from Lisa and Erin.

# data[].attributes.attachment_link.description
Snack Sack provides snacks so kids have full tummies to reach their full potential. 30 million children in the US rely on schools for meals, but only one afterschool snack is served for every eight lunches. This issue has only become worse during the COVID-19 pandemic.

# data[].attributes.body
Tiffany Jewel about her new book for elementary kids.

# data[].attributes.attachment_link.readable_text
Tiffany Jewell hadn't really thought about writing a children's book when an editor approached her about one in November 2018. This editor had learned that Jewell had been doing anti-racist work with elementary students for nearly two decades, most of that time spent as a Montessori educator. Their initial exchange, followed by a fruitful editorial relationship, is part of the origin story for This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action and Do the Work-which Jewell wrote in three and a half months.

When I asked Jewell to share more about this origin story, she told me that phrase "makes [her] feel like a superhero." I don't think she's far off. This book is informed not only by thoughtful self-reflection but also by many years steeped in exemplary education, relationship-building with young people and dedication to dismantling white supremacy. When we talked-just four days after George Floyd's murder and early in this year's uprisings-that dedication was on full display.

So she does what many superheroes do: She uses her abilities to leave the world better than she found it and to help the next generation tap their (super)powers to do the same.

You state in the introduction that this book is meant to be read in a set order and that the design is deliberate. Will you talk about that?

It followed the pattern of the work that I always did with my students. Because I tried a bunch of different things. So sometimes I tried to jump right into the history and that didn't work, or sometimes I jumped right into action and that didn't work. And so really wanting folx* to really do work on their inner selves first and understand their own identity and positionality. And then once you know who you are, then you can start to know more about the world around you.

So knowing the history of what came before you, the side of history and the anti-racist side of history. Because it's really important to amplify that resistance has always been part of us. And then from there, once you know the history and you've done deep analysis and understand what's going on, then you can jump into action and understand how to work in solidarity with other people. But you can't do that if you don't know yourself, if you don't know where history has led you to.

There are a number of definitions of anti-racism out there right now. Can you state the definition of anti-racism that you're using?

When I think of anti-racism, anti-racists are people who oppose the systemic misuse and abuse of power by institutions that lead to us having those personal biases and prejudices against each other. That foundation is there. An anti-racist person is somebody who is actively working for a society where we aren't oppressed because of our differences, where every person gets to be their whole self and honored for that.

When you think back to yourself as a young person-and I love the way you include these vignettes from your own childhood throughout the book-what would having this book have done for you or meant to you?

It would have been awesome to see somebody like myself in a book because that didn't happen until I was in my early 20s, as a Black, biracial person. Also, it would have given me the language to understand what I was experiencing around me.

Because I saw injustice. I knew it was there. But I didn't have that language. Nobody said, "That's racist!" Also, because I wrote it thinking about me and "What would 9-year-old and 14-year-old Tiffany really do with this?" It would have helped me stand up stronger against my teachers and against the systems in our school. As I got older, like in high school, I was able to do that with a little more strength, but I still didn't have that language that the adults kept really close-like they held on to it and they didn't share it with us. They didn't want us to have it.

What is it that you hope young people understand about power? Not only the power outside of themselves that they are working against, but the power within them.

I want young folx to be empowered. I want them to know that they have agency.

Recently, I did a workshop with the organization Be the Bridge, and they had this conference for young folx. And one of the young white kids in the group, he was like, "My parents: They're nice people, but they don't understand why I need to talk about racism." And he was like, "I don't know what to do." And what I want is for young folx to know that even if your family's not ready for you to take this journey, you can do it. You can absolutely have a different viewpoint than your family. You can be the one that shifts your family's thinking in the actions that you do.

Young folx don't have to wait for the adults because the adults will always talk themselves out of something that's uncomfortable. I see young folx. They're able to dream bigger. They're able to really just kind of go with change or create change. And so, really, I want them to know that they can do this.

What would you like young people to think about their education, what they're actually being taught, as a result of reading this book?

We as a family just finished reading the book Tristan Strong Punches a Hole in the Sky. ... I've been thinking a lot about how that story relates to whose stories get told. It's all about a storyteller, a kid who has the gift of telling stories. ... The part that really struck me is towards the end where Tristan Strong agrees to tell the story-everybody's story. He's not just going to tell it one-sided. He's like, "I need to tell this part, too."

And that's what our students need. They need those stories. You know, I never learned anything about Malcolm X-other than we shouldn't talk about him-until I read his words on my own. And I never learned about the Black Panther Party and, like, we got free breakfast because of them!

There's so much that's hidden. I didn't learn about the MOVE bombing until decades later when I was living in that neighborhood in West Philadelphia. ... And those things, our kids can handle them, and they need to know them and they need to know how we stood up. ...

The people who control the stories don't want us to know those parts. And so, you know, students knowing just those little bits from the book, hopefully it sparks their curiosity and they're like, "I need to know more" and, "What we're learning in our American history class-it's totally one-sided." Or just be able to speak up about that and get their parents because parents have a lot of power in schools.

What do you hope educators take away from this book?

I really want educators to know that you have to address injustice. Like, you can't push racism aside. That our kids see it. They know it exists. And so we can cultivate a community where we're discussing it and diving into it and understanding it courageously.

I think that is really important. I also think it's important for educators to not feel like they are the ones that have to give all the information. It's OK for us as adults to not know and to pause and listen to students. We really need to-as teachers and educators-we need to let go of our egos and really work collaboratively with our students, which doesn't happen a lot. And I hope, with this book, they'll be doing that work together.

Given the pandemic and this summer's protests, I think it is really important that we're having this conversation right now about anti-racism. Is there a particular message that you would like to send to young people and perhaps to educators about their power to engage in anti-racism right now, with the current state of the world?

Folx who are able to spend time with the book, do the work on your inner self right now. Because when we start emerging into community, community is going to need community. We have to take care of each other, and we can't do that if we haven't done the work ourselves. Then we just turn into a "savior." ...

Spend a little time learning from people who are out of your comfort zone. You know, if you're a white educator, listen to Black women. Listen to Indigenous women. If you're cisgender, spend some time listening to trans folx. ... It's time to expand yourself a little bit, to go a little beyond, and also to challenge other people. If there's somebody in the group who is saying something sexist or racist or homophobic, challenge them.

[Online communities are] great practice for us to do this challenging work. Because when we get out into public, then we're with people and it feels different. But if you practice it, you're like, Oh, I can call that person out on their racism, no problem.

Practice is another important thing that you place in the book. Like, What would I do if I witnessed someone being unfairly treated by a police officer?

Unfortunately, this is coming up all the time. And the thing that I've been doing with my own children who are 8 and 4-the ages that many people deem are too young and they're not -[is] really teaching them how to witness.

Like, "What do you notice? How many cops are there? How many cars? Do they all have a different car? Where are they going? ... What do you hear?" And really asking them to notice those things because my children are white-presenting. They walk through the world through their white bodies, and they're going to be believed over many other people. So really getting them to practice that and then to talk about what they see and to question. ...

Reading books, too, and questioning authors and looking at, "Who wrote this book? Is this the right person to be telling this story right now?" ...

But there are so many things as parents we can do-and teachers and educators-to be encouraging: talking with their students and families about this, to practice witnessing, practice talking, practice asking questions.

We were just talking about being "old enough." So even if they're not old enough to vote yet, what do you want young people to understand about the power of their voices when it comes to elections and other decisions that affect their lives?

This is the thing that I hear most from young folx-13-, 14-, 15-year-olds that are like, "I can't vote." And so some of the things we talk about is really kind of breaking down what those systemic [misuses and abuses of power] are within our institutions and being very vocal about them, especially in the realm of education, which is the institution that so many of our young folx are entrenched in. To really use their voices to speak up against it and to really talk with the adults in their lives, like, "You are not voting for yourself. You are voting for me. This is what I need." I think it's really important.

And then, a lot of the young folx that I've talked to, they're like, "I want to go out and stump. I want to go out and campaign." They're really excited and want to do that work, too.

So I really want politicians to open up those spaces because we have the energy of young folx. We can do so much more. And we need to be working with them because they're the folx who we're making all of these changes and policies for. ...

The other thing I always like to remind young folx, I'm like, "You have to be 35 to be president, but there's not a cap on age to be the mayor," and pointing out some of the younger mayors. ... You can effect change! Senate, Congress. There's so many [ways]. There's so much in the world of politics and elections: school board, library board. ... Those don't have an age cap, and there's no reason why they couldn't run.

Is there anything else that you'd like to share about this book or about young people's anti-racism that we haven't gotten into yet?

I love doing anti-racism work with young folx. My dream is that it becomes a part of our schools everywhere. So we have this new generation of folx who just understand it. ...

Every time I do this work with young folx, it's super clear to them. They're ready to dig and do the work and to see and envision what a world without racism looks like. And adults are like, "But this is how it's always been for 400 years! It's going to take that long to dismantle it." ...

And I think young folx are really good at envisioning what we're fighting for and have that imagination. As adults, we kind of block that away in ourselves and we're just always fighting against things. We just kind of get tired, and we lose steam. We talk ourselves out of it.

Anti-racism work is all [about] moving us forward-understanding the history but moving forward.

You were saying you would love to see anti-racism work regularly happening in schools. So, for these adults who have talked themselves out of it or say it's too hard, where do you think they can start?

For adults, I always go back to the goals of anti-bias education. And they're for little kids ... but they work really well for all ages. And they work well for ourselves.

And the first goal is all about identity and knowing who you are as an adult, and for kids, empowering them to love themselves. ... How can we argue with loving yourself?

So that's where we start, is to really learn how to love ourselves again as adults. And then for young folx ... amplify and empower them and help them grow to keep loving themselves. Because it stops. Once you get to school, it's kind of when you stop loving yourself.

And right now, it feels like it's courageous. And what if it didn't have to feel courageous and it was the way we always were?

# data[].attributes.attachment_link.description
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.body
Great episode 51 shared by Urban Triage.

# data[].attributes.attachment_link.title
Episode 51: Building on a Budget! | Ubongo Kids | African Educational Cartoons

# data[].attributes.headline
There is a mouse in the house song mentioned during last zoom

# data[].attributes.subject
There is a mouse in the house song mentioned during last zoom

# data[].attributes.attachment_link.readable_text
Thanks so much for being here!

Whether you are a student, parent, business owner, chef, farmer or a concerned citizen, anyone can leverage their passions to advance global regeneration. ―Tell us about your interests and we'll provide you with an individualized action plan within two minutes. Everyone has a unique and powerful path, find yours today!

# data[].attributes.attachment_link.title
Find Your Path in the Movement | Kiss the Ground

# data[].attributes.attachment_link.description
Thanks so much for being here! Whether you are a student, parent, business owner, chef, farmer or a concerned citizen, anyone can leverage their passions to advance global regeneration. ―Tell us about your interests and we'll provide you with an individualized action plan within two minutes.

# data[].attributes.body
Andromeda

# data[].attributes.body
I like this one a lot too!

# data[].attributes.attachment_link.title
Rhyming Time (Rhyme Song for children) by Patty Shukla

# data[].attributes.attachment_link.title
Fun Rhyming Song For Kids | Make a Rhyme, Make a Move | Jack Hartmann

# data[].attributes.attachment_link.title
I Love to Rhyme | English Song for Kids | Rhyming for Children | Jack Hartmann

# data[].attributes.attachment_link.title
Exercise, Rhyme and Freeze | Rhyming Words for Kids | Exercise Song | Jack Hartmann

# data[].attributes.attachment_link.title
"Victor Vito" by The Laurie Berkner Band - 20th Anniversary Edition - Best Kids' Songs

# data[].attributes.attachment_link.title
The Laurie Berkner Band - We Are The Dinosaurs

# data[].attributes.body
Great show for kids! Especially kinder. Between 10 and 15 mins per episode dedicated to one experimental science point followed by a DIY at home experiment.

# data[].attributes.body
https://coloursofus.com/21-multicultural-childrens-books-about-peace/

# data[].attributes.body
https://internationaldayofpeace.org/get-involved/

https://amshq.org/Educators/Community/Peace

# data[].attributes.body
https://littlepinelearners.com/how-to-preserve-flowers-for-nature-activities/

# data[].attributes.attachment_link.readable_text
Looking to get your kids outside more?! Here are 10 fun hiking sticks you can make for a walk around your neighborhood, yard, or local nature trail! No hike is too long or too short for these fun hiking accessories!
My boys LOVE hiking sticks! They love searching for them and they love decorating them too. Hiking sticks are the perfect incentive for getting my kids outside! They always ask to use them when we go on walks and often times the hiking sticks keep them moving and walking for longer periods of time.

Check out this list of themed hiking sticks for year round hiking fun!

This post contains Affiliate links for your convenience.

1. Musical Hiking Sticks

These are a sure fire way to keep your kids walking for a longer amount of time. We like to make multiple musical hiking sticks a year. You can switch up the bead color to fit any season or holiday! They are super simple to make and you only need a few crafting materials. You can see the details .

2. Solstice Hiking Sticks

This beautiful hiking stick can be used for the summer or winter solstice. Wether you are welcoming or saying goodby to the light, this is the perfect hiking stick to celebrate the changing seasons. Check out how to make the dehydrated oranges and the rest of the hiking stick HERE.

3. Journey Sticks

This special hiking stick is called a "journey stick." Here's how to make one:

1. Find a walking stick at the beginning of your adventure and wrap rubber bands around it.

2. Collect items along the way and stick them in the rubber bands. Start at the top and work your way down to make it easier to track your adventure.

3. Talk about your adventure when you get home and use the walking stick to retell your journey. This is such a fun way to connect to nature and discuss order of events! You can see another photo of our journey stick HERE.

4. Sticker Hiking Stick

Find a hiking stick and decorate it with stickers! This is a fun and easy way to personalize a hiking stick for any child. You could also try temporary tattoos on smooth hiking sticks!

5. Glow-In-The-Dark Hiking Stick

This hiking stick is perfect for Halloween or a bonfire night! Just wrap glow-in-the-dark tape around a hiking stick, add some googly eyes, and you have a not so spooky hiking accessory! If you are making these around Halloween time, you can also make the glow-in-the-dark mummy rocks! Find the details for the hiking stick .

6. Flower Hiking Stick

This is one of my FAVORITE hiking sticks we have made! The beautiful pressed flowers look so stunning on the hiking stick. If you don't have flowers to press, you can purchase them from . Find the details for the hiking stick .

7. Washi Tape Hiking Stick

Have you ever crafted with washi tape. It's beautiful decorative tape and is perfect for personalizing hiking sticks! Just find a set that your kids would like and let them cut the tape and decorate their hiking sticks.

8. Beaded Hiking Sticks

These absolutely adorable beaded bugs could easily be secured to a hiking sticks! Find the details HERE.

9. Painted Hiking Stick

Yup, you only need paint for this hiking stick! I would start with a white paint base first, similar to our , and add colored paint from there! You could even try our painter's tape technique from our Candy Cane Stick Bouquet craft to get clean lines when adding colored paint.

10. Dandelion Hiking Stick

I love this simple hiking stick so much! Just add rubber bands around the hiking stick and add dandelions. Don't forget to make a wish when you blow away the dandelion seeds! See how we practice gratitude with this hiking stick HERE.

Pin it and save it for later!

I hope you give these hiking sticks a try! I promise, your little nature lovers will love them as much as my boys.

∼Tara

Need more easy outdoor activity ideas?! Check out:

# data[].attributes.attachment_link.title
Get Kids Outside with These 10 DIY Hiking Sticks! * Little Pine Learners

# data[].attributes.attachment_link.description
Looking to get your kids outside more?! Here are 10 fun hiking sticks you can make for a walk around your neighborhood, yard, or local nature trail! No hike is too long or too short for these fun hiking accessories! My boys LOVE hiking sticks!

# data[].attributes.attachment_link.title
Art of Primitive Sound - Musical Instruments From Prehistory: The Paleolithic

# data[].attributes.body
"So in many ways, anger is like wine. There are these major varieties — such as chardonnay and pinot noir — but each vintage has its own unique combination of aromas, flavors and potency. The more practice you have at detecting — and naming — these nuances, the better you understand wine.

And if you learn to detect all the various flavors and nuances of anger and label them, you can start to handle your anger better, says psychologist Maria Gendron at Yale University.
"

Illogical anger/hurry-up anger/disphonous anger...

# data[].attributes.attachment_link.readable_text
So I went to therapy. I kept cognitive behavioral therapy worksheets. I took deep breaths, counted to 10 and walked out of rooms. And I even meditated at night.

These strategies helped me manage the anger, but they never really decreased it. It was like keeping a feral horse in a barn. I was contained, but not really domesticated.

Then, six months ago, I was talking with Lisa Feldman Barrett, a psychologist at Northeastern University. Right at the end of the hour-long interview, she tossed out this suggestion: "You could increase your emotional granularity."

My emotional what?

"Go learn more emotion words and emotion concepts from your culture and other cultures," she added.

Over the past 30 years, Feldman Barrett has found evidence that anger isn't one emotion but rather a whole family of emotions. And learning to identify different members of the family is a powerful tool for regulating your anger, studies have shown.

Or better yet, as I found, go and make up your own anger categories and start using them.
What is anger?
There's a common theory about anger. You'll find it in text books, scientific papers, news reports - even here at NPR. And some scientists support the theory, says Feldman Barrett.

The idea is that anger is one of several "basic emotions" that are universal, Feldman Barrett says. It's almost like a reflex - hard-wired in the brain. When something unjust or unfair happens to you, "your blood pressure often goes up. Your heart rate will go up. Maybe you'll breathe heavily or you'll have a reddening of your skin," she says. "Then you'll have an urge ... to punch or yell at someone. That's the stereotype of what anger is," Feldman Barrett says.

But it's not the full story.
Anger around the world
What you feel when you're angry depends on the situation, what your past experiences are and how your culture has taught you to respond, she says.

As a result, there is actually enormous variation in the types of anger in the U.S., like exuberant anger when you're getting pumped up to compete in sports, or sad anger when your spouse or boss doesn't appreciate you.

When you look at other cultures, the variation explodes.

Germans have a word that roughly means "a face in need of a slap,"or backpfeifengesicht. "It's like you're so furious with someone that you look at their face, and it's as if their face is urging you to punch them," Feldman Barrett says. "It's a great emotion."

Ancient Greeks differentiated between a short-term anger that doesn't stick around (ὀργή or orge ) with a long-lasting anger that's permanent (μῆνις or menin).

Mandarin Chinese has a specific word for anger directed toward yourself, 悔恨 or huǐhèn. It's literally a combination of regret and hate, says linguist Yao Yao at Hong Kong Polytechnic University. "You regret something you did so much, that you're angry at yourself," she says.

Thais have, at least, seven degrees of anger, says linguist Yuphaphann Hoonchamlong at the University of Hawaii. "We don't walk around saying 'I'm angry.' That's too broad," she says. "We may start with 'I'm displeased' and 'I'm dissatisfied' and then increase the intensity," she says.

And India is a treasure trove of angers.

"There's a common form of anger which means like 'when eggplant hits the hot oil,' " says Abhijeet Paul, who teaches South Asian literature at Middlebury College.

"You suddenly become, like, really angry at hearing something shocking or learning something that you really, really dislike," Paul says.

Indians also differentiate between political anger, which you have for the ruling class or "boss man," and personal angers, which you have for a friend, family or neighbor. You would never mix the two and express political anger in a personal relationship, Paul says.

"There's also a very interesting anger that is a loving anger," Paul says. You express this emotion toward a spouse when your spouse has angered you but you can't help them, only love them, he says. "It's a mixed bag of love, grief, sorrow and anger."
Personalize anger to help regulate it
So in many ways, anger is like wine. There are these major varieties - such as chardonnay and pinot noir - but each vintage has its own unique combination of aromas, flavors and potency. The more practice you have at detecting - and naming - these nuances, the better you understand wine.

And if you learn to detect all the various flavors and nuances of anger and label them, you can start to handle your anger better, says psychologist Maria Gendron at Yale University.

"There's definitely emerging evidence that just the act of putting a label on your feelings is a really powerful tool for regulation," Gendron says. It can keep the anger from overwhelming you. It can offer clues about what to do in response to the anger. And sometimes, it can make the anger go away.

The idea is to take a statement that's broad and general, such as, "I'm so angry," and make it more precise. Take the Thai: "I'm displeased," or the German "Backpfeifengesicht!"

Psychologists call this strategy emotional granularity. Studies show that the more emotional granularity a person has, the less likely they are to shout or hit someone who has hurt them. They are also less like to binge drink when stressed. On the other hand, people diagnosed with major depressive disorder are more likely to have low emotional granularity compared to healthy adults.

"There's a whole arm of research showing how functional it is to have finely tuned categories for our experiences," Gendron says.

Emotional granularity is like watching HDTV versus regular TV. It lets you see your anger with higher resolution, Gendron says. "It gives you more information about what that anger means, whether you value that experience and choices about what to do next," she says.

This last part is key: Being granular with you anger helps you figure out what's the best way to handle the situation - or whether you should do anything at all.

For instance, if you are feeling a quick burst of anger, which you know will fade rapidly, then maybe doing nothing is the best strategy.

And you don't have to limit yourself to the labels that already exist, Gendron says. Be creative. Analyze what's causing your various angers, give them specific names and start using the terms with family and coworkers.

"If you're making a practice in your family of coming up with words and then using them together, that actually can regulate physiology," she says. "That can resolve the kind of ambiguity about the situation."

Personally, I found this strategy the most helpful. I started paying attention to what typically triggers my anger at work and at home. And I found three major types, which I named.

Illogical anger: This emotions happens when somebody at work makes a decision that seems completely illogical. Once I labeled this anger and started tracking what happens afterwards, I quickly realized that trying to convince an illogical person of logic is often futile - and a waste of time.

Hurry-up anger: This is the anger I feel when someone else is not doing something fast enough - yes, I'm talking about the driver of the gray Prius at the stoplight this morning or the 3-year-old who will not put her shoes on fast enough. Once I labeled it, I realized that cars, people and toddlers eventually move. Huffing and puffing doesn't make it faster.

Disonophous anger: This is my favorite anger. And has the biggest impact on my life.

I wanted to figure out how to decrease yelling at our house. So I started paying attention to what often occurred right before the screaming began. It was super obvious: The dog was barking and the toddler was screaming. Basically two loud sounds simultaneously.

So my husband and I made up disonophous anger from the Latin for "two sounds."

Now when my husband says, "I have disonophous anger, Michaeleen ..." we know exactly what to do: Put the dog on the porch and pick up the baby.

# data[].attributes.attachment_link.title
Angry?! How Naming and Understanding the Different Kinds of Anger Can Help | KQED

# data[].attributes.attachment_link.description
So I went to therapy. I kept cognitive behavioral therapy worksheets. I took deep breaths, counted to 10 and walked out of rooms. And I even meditated at night. These strategies helped me manage the anger, but they never really decreased it. It was like keeping a feral horse in a barn.

# data[].attributes.attachment_link.title
Mongolian Throat Singing With My Daughter

# data[].attributes.body
In this activity, the concept of ordinal number words is reinforced as items are arranged in a sequence and described as 1st, 2nd, 3rd, 4th and 5th.

# data[].attributes.attachment_link.title
Five Little Pumpkins Halloween Song | Sing and Count with The Kiboomers

# data[].attributes.attachment_link.description
CATEGORIES Apples Animals Bears Bugs Bumblebee Calendar Chicka Chicka Boom Boom Songs Christmas...

# data[].attributes.headline
Write letters to send to first responders

# data[].attributes.subject
Write letters to send to first responders

# data[].attributes.headline
Protect our water sign on sidewalk - Madison

# data[].attributes.subject
Protect our water sign on sidewalk - Madison

# data[].attributes.body
I especially like:
- May you be happy
- I am breathing
- Breathing in breathing out
- My mind is a clear blue sky
- Planting a seed of peace

# data[].attributes.attachment_link.description
Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

# data[].attributes.attachment_link.title
I Can Move My Body Like Anything | Movement Song for Kids | Jack Hartmann

# data[].attributes.attachment_link.readable_text
Nature is an important element of a Montessori education. When you watch a seed grow into a flower, you get to witness one of the many miracles of nature. In the same way, seeing something you nourish with the proper nutrients develop into something beautiful is exciting and gives you a sense of accomplishment. At Montessori Academy at Sharon Springs, our outdoor garden allows our students to experience these feelings daily.

A great way to incorporate these environmental principles of a Montessori education outside the classroom is by creating your own garden at home. By creating a small garden in your yard with your children, you can share these joyous feelings with your little ones and expose them to the wonders of nature.

What to Grow with Your Child

While there are dozens of different crops that can be planted in a backyard garden, it is a good idea to choose crops that are easy to grow, grow relatively quickly, and are fun to harvest. In this way, children do not lose interest in the garden because it is taking too long for it to grow.

One of the best crops for a child to grow is a sunflower because it begins sprouting in one week, and once it is taller, it will grow hundreds of seeds that can be eaten or replanted. Not to mention, the vibrant yellow color of the flower's bloom is beautiful to look at every day. Lettuce and snow peas are other great options because they grow quickly as well as deepen a child's appreciation for vegetables. Many children tend to love cherry tomatoes and carrots because they are particularly fun to harvest and eat!

Tips for Gardening with Your Child

In order to make gardening a fun experience for your child, there are several things you can do. Give your child their own gardening plot or put them in charge of a particular crop. This will keep them engaged, as they will feel responsible for their section of the garden. Giving your child real gardening tools instead of the plastic one made for kids is usually a better idea - as long as you are supervising - because the plastic ones break easily and often frustrate the child. This also makes your child feel that their work in the garden is just as important as yours.

Instead of buying garden starters, you should begin by planting real seeds. This will help your child gain a better understanding of a plant's life cycle and feel a greater sense of accomplishment once they harvest their crop.

Lastly, you can help your child build a scarecrow for the garden. This is especially useful if your child starts to become bored with gardening, since it will help regain their interest in protecting their crops.

Virtues Learned from Gardening

There are several important virtues of a Montessori education that your child will learn from gardening. Growing a crop does not happen overnight; it requires patience, dedication, and hard work. A child will learn that they must continue taking care of their crop in order for it to grow. They will enjoy seeing it blossom as it goes through different stages of its life, but they must continue nurturing it in order for it to fully grow, bloom, and produce fruits or vegetables.

Children will also learn responsibility and ownership through an at-home Montessori education involving the environment. If they are put in charge of growing a particular crop, that crop becomes their responsibility and they will feel a sense of ownership over it. Once it is fully grown and harvested, they will feel proud that their hard work created something useful for their family. Studies have shown that children who garden are happier and more confident in their abilities.

# data[].attributes.attachment_link.title
Montessori Education: Creating a Garden with Your Child - Montessori Academy Sharon Springs

# data[].attributes.attachment_link.description
Nature is an important element of a Montessori education. When you watch a seed grow into a flower, you get to witness one of the many miracles of nature. In the same way, seeing something you nourish with the proper nutrients develop into something beautiful is exciting and gives you a sense of accomplishment.

# data[].attributes.body
Explore concepts of light and shadow.

# data[].attributes.attachment_link.readable_text
Ou plutôt un château de sac à main... parce que je me suis rendu compte que ça serait bien d'avoir un petit jouet simple, créatif et silencieux toujours sous la main.
Dans une salle d'attente.
Dans un train.
Dans un aéroport.
Quand le resto est trop long.
Parce que je me suis rendu compte qu'il me faut tout simplement des cubes en bois mais que les cubes en bois ne sont carrément pas pratiques pour un sac à main.

Si vous avez une boîte d'allumettes (ou tout simplement une enveloppe en papier), de la colle, des ciseaux et une imprimante vous avez tout ce qu'il vous faut.

Le PDF (4 pages: des éléments de construction, 12 modèles de châteaux et un emballage pour la boîte dont vous n'avez pas besoin si vous préférez mettre le tout dans une enveloppe) à télécharger ici.

Nouveaux modèles à télécharger

----------------------------------------------------------------------------------------------------------------------

*cesky:
Kapesni hrad

Nebo spise hrad do kabelky... protoze jsem si uvedomila, ze by bylo fajn mit vzdy po ruce nejakou jednoduchou, kreativni a tichou hracku.
V cekarne.
Ve vlaku.
Na letisti.
Kdyz to v restauraci trva moc dlouho.
Protoze jsem si uvedomila, ze vlastne potrebuji uplne obycejne drevene kostky, jenze drevene kostky nejsou do kabelky zase az tak prakticke.

Pokud mate krabicku od zapalek (nebo jednoduse papirovou obalku), lepidlo, nuzky a tiskarnu, tak mate vse co potrebujete.

PDF (4 strany: konstrukcni prvky, 12 predloh k vystavbe hradu a obal na krabicku, ktery nepotrebujete, paklize jste se rozhodli vlozit vse pouze do obalky) ke stazeni zde.

Amusez-vous bien et n'hésitez pas à nous envoyer des photos de vos châteaux!

Dobre se bavte a nezapomente nam poslat fota svych hradu!

# data[].attributes.attachment_link.description
Ou plutôt un château de sac à main... parce que je me suis rendu compte que ça serait bien d'avoir un petit jouet simple, créatif et silencieux toujours sous la main. Dans une salle d'attente. Dans un train. Dans un aéroport. Quand le resto est trop long.

# data[].attributes.body
From Lisa and Erin. Awesome family activity to define and remember what we stand for and fight racism!

# data[].attributes.headline
Down by the bay song - Make up your own rhymes to fit into the song!

# data[].attributes.subject
Down by the bay song - Make up your own rhymes to fit into the song!

# data[].attributes.body
Lisa and Erin's call to act.

# data[].attributes.attachment_link.description
While there is no one-size-fits-all approach, the earlier parents start the conversation the better.

# data[].attributes.headline
Talk, listen and act - a clear message for kids from PBS

# data[].attributes.subject
Talk, listen and act - a clear message for kids from PBS

# data[].attributes.body
Lisa and Erin's call to act.

# data[].attributes.attachment_link.title
Arthur | Arthur on Racism: Talk, Listen, and Act | PBS KIDS

# data[].attributes.headline
Apples, bananas and international treats for snack

# data[].attributes.subject
Apples, bananas and international treats for snack

# data[].attributes.attachment_link.readable_text
Do you find yourself sometimes being stuck for ideas when choosing what practical life food activities to offer your students? I trust these ideas on setting up your food prep activities will make it easier and save you some time on planning.

Each week comes with five different food prep activities that are meant to be presented in progression starting from easier and moving on to more complex tasks.

I also included resources to view on my Pinterest board in case you need to get a visual presentation and find out how to arrange your materials and tools for each of the food prep activities.

# data[].attributes.attachment_link.description
Do you find yourself sometimes being stuck for ideas when choosing what practical life food activities to offer your students? I trust these ideas on setting up your food prep activities will make it easier and save you some time on planning.

# data[].attributes.body
Free streaming until August 7th!!!

# data[].attributes.attachment_link.description
Jelani is a black man married to a white woman and they have a blended family of 6 kids and the topic of race comes up often in life and in conversation with the kids, so Jelani wrote a straight-forward book about it called "A Kids Book About Racism."

# data[].attributes.attachment_link.readable_text
Brené Brown: Hi everyone, I'm Brené Brown, and this is Unlocking Us. Today, I'm talking with Professor Ibram Kendi. He's a number one New York Times best-selling author and the Director of the Antiracist Research and Policy Center at American University. He's also an ideas columnist at The Atlantic and a correspondent with CBS News. He is the author of four books, including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction. He has another book called, Stamped: Racism, Antiracism, and You, which he co-authored with Jason Reynolds, and it's a remix of the Stamped from the Beginning book that is meant for YA, teen readers - an incredible, incredible book. And he's got a new book coming out called Antiracist Baby, which is a board book that will be published this month in June. Completely evidence that it's never too early to start talking about anti-racism.

BB: He's also the author of How to Be an Antiracist, and that's what we're going to talk about today. We're going to talk about all those books, but we're going to really focus on How to Be an Antiracist, which is a groundbreaking approach to understanding and uprooting racism and inequality in our society and in ourselves. It's an incredible conversation. I welcome you to the table to sit with us, talk, think, feel, ask, question, and lean in really, really far to what we need to learn about ourselves and the world. I want to start this conversation with a quote from Professor Kendi: "By not running from books that pain us, we can allow them to transform us. I ran from antiracist books most of my life, but now I can't stop running after them, scrutinizing myself and my society, and in the process changing both." Let's jump in.

BB: Alright, first let me say that I am incredibly grateful for you joining us on Unlocking Us, thank you for that.

Ibram X. Kendi: Of course, I'm so happy to be on.

BB: I always start these podcasts with not the perfunctory, but the honest, "How are you?" How are you doing right now?

IK: I'm okay. This is quite the time in American history, and as someone who studies anti-Black racism, I'm simultaneously enraged to see the deathly effects of that racism, but simultaneously energized to see all of the people resisting that racism.

BB: How are you holding up with the COVID-19 pandemic on top of all of this, as the underscore to all of this?

IK: I think that that has been difficult for me, partly because my colleagues and I, we partnered with the COVID Tracking Project to build this COVID racial data tracker. And so we're... It's like the premier tracker of racial data on COVID. And so I'm seeing the data coming in and the disparities all over the country, and so that's been difficult. And then simultaneously, my wife, Sadiqa, her family is... Her hometown is Albany, Georgia, and Albany, Georgia and that general area of Southwest Georgia has one of the worst outbreaks in the country. And simultaneously, it's a trauma desert, it doesn't have a tremendous amount of high-quality healthcare, in contrast to New York City, which also of course has been a major outbreak. And so, seeing and hearing those stories firsthand of people suffering, obviously, it's been difficult. And this is a primarily Black area.

BB: I want to get into... I want to talk a lot about How to Be an Antiracist, your book that I think is life changing. I want to talk about your new book that's coming out in a couple of weeks. Tell us the title of that new book.

IK: Antiracist Baby. It's a board book.

BB: I can't wait. I want to start because when we talk about the pandemic, when we talk about what's happening right now in the world with a rebellion, the protest, you wrote an article that went up on The Atlantic this morning.

IK: Yes.

BB: It's called "The American Nightmare: To be Black and Conscious of Anti-Black Racism is to Stare Into The Mirror of Your Own Extinction." I want to... Can I read a piece of this to you and ask you about it?

IK: Sure, yeah.

BB: Would you rather read it or would you... Can I read it to you?

IK: Yeah, you can read it. That's fine, yeah.

BB: Okay. You're using as an epigraph, a quote from Malcom X from 1964, "We don't see any American dream. We've experienced only the American nightmare." And then you write, "A nightmare is essentially a horror story of danger, but it is not wholly a horror story. Black people experience joy, love, peace, safety. But as in any horror story, those unforgettable moments of toil, terror, and trauma have made danger essential to the Black experience in racist America. What one Black American experiences, many Black Americans experience. Black Americans are constantly stepping into the toil and terror and trauma of other Black Americans. Black Americans are constantly stepping into the souls of the dead because they know that could have been them, they are them. Because they know it is dangerous to be Black in America because racist Americans see Blacks as dangerous. To be Black and conscious of anti-Black racism is to stare into the mirror of your own extinction."

BB: This is not just about the police brutality; this is not just about Breonna Taylor and Ahmaud Arbery and George Floyd; this is about the tens of thousands of Black victims of Covid.

IK: Yeah.

BB: Talk to me about this article. What do we need to understand?

IK: Well, I think first and foremost, the article revolves around a very, very prominent book that was written in 1896 by Frederick Hoffman, who, basically it was a book of statistical tables and racial data that showed not only racial disparities in crime rates, but also racial disparities in infection rates and racial disparities in mortality, or I should say death rates, and so he took this massive amount of racial data to proclaim that Black people were not subjected to racist policies. That wasn't the cause of Black disease, of Black death, and even Black people being disproportionately arrested and incarcerated. He made the case that this data shows that Black people are headed towards gradual extinction, and it's their fault. They are by nature or behavior, a dangerous, diseased, dying people, and to recognize anything else is to not recognize the facts. And so this idea, normalizing Black pain and suffering and death has only continued to this day, and so essentially when you normalize, when you just believe that Black people should be disproportionally dying of police violence or even COVID-19, you're thereby not going to challenge, let alone look for the policies that are actually behind this disproportionate Black death.

IK: And so then those who are experiencing those policies that are then leading to that trauma and terror, and even toil, they're going to be experiencing the American nightmare. And the reason why I use the term the American nightmare is because Black people are constantly told that America is this land of equal opportunity, that police officers protect and serve, that we too have access to the American dream. And obviously, based on the experiences of Black people, we've really, as Malcolm said, 50 years ago, experienced the American nightmare.

BB: When you talk about the Hoffman book, it's such a devastating reminder to me, because I see this a lot right now of how statistics, academics, science can be dehumanizing tools as much as kind of the language that we use.

IK: Yeah, without question. And let me give an example. So when we first were able to start getting states in early April to release racial data, and then we saw these racial disparities. We saw that Black people were disproportionately being infected and even dying, of COVID. The first response of people to that data, of many people to that data, was to say Black people are not taking the virus seriously, Black people are not socially distancing, there's something wrong with Black people, and then we were able to disprove that. Basically survey data in mid-March had already proven that actually Black people were taking the virus more seriously than white people. So then it's zeroed in to, well, it must be the result of Black pre-existing conditions.

IK: And then those pre-existing conditions are caused by Black people making disproportionately bad or unhealthy behaviors. So it just always, essentially, you take these racial disparities, and we've been arguing over their existence, even before Frederick Hoffman. Is it because there's something wrong with Black people, or is there racist policy? And those who believe we live in a nation that's post-racial, that there's equal opportunity, they're not going to ever see the racist policies that are even in many cases, hard to see, instead they're just going to blame Black people.

BB: It's almost, and I don't think it's almost, it is the confirmation bias of racist beliefs.

IK: It is, yeah, it is. And that's what's striking about Frederick Hoffman, because he opens his book arguing that, "I am free of bias. I am free of prejudice or sentimentally."

BB: Which should be our first flag, right?

[chuckle]

IK: Exactly, right. And then, ends the book stating that the gradual extinction of Black people is only a matter of time, and it's based on the data. And to give another example, you have many people arguing that police violence, disproportionate police violence is the result of Black people being disproportionately violent, and Black people are disproportionately violent, they say, because, well, just look at the violent crime data. There's this widespread belief that Black neighborhoods are more dangerous because of violent crime data, the same violent crime data that Frederick Hoffman in this book in 1896 really popularized. But what Americans don't realize, and this is what I've been trying to get people to see, is that there's no relationship between the violent crime in those neighborhoods and the Blackness of the people.

IK: In other words, people believe that the reason why those neighborhoods are violent is because there are Black people there, and that's why when they see Black neighborhoods, they assume that those neighborhoods are violent because the Black people and their culture and their behavior and even their genetics are predisposed to violence. But if that was the case, then all Black neighborhoods would have the same levels of violent crime. In other words, higher income...

BB: Because that would be the... Yeah, that would be the consistent variable.

IK: Precisely. And so, higher income Black neighborhoods would have the same levels of violent crime as extremely impoverished Black neighborhoods. That is not the case. And it's not the case in white America, it's not the case in Asian America, Native America, Latinx America. In every America, if we want to split up America racially, you have higher levels of poverty, long-term unemployment, you're going to have higher levels of violent crime, whether you're talking about a white community or neighborhood with higher levels of violent crime or Latinx or Black. So we know statistically that actually what is the consistent variable is poverty and unemployment. But people still want to call these dangerous Black neighborhoods as opposed to dangerous unemployed neighborhoods.

BB: One of the things that I find so powerful about your work, there are many things, but one of the things I find so powerful is your ability to unpack things, lay them out, and the steps always lead back to policy. It always leads back to systemic policy.

IK: And I think that's one of the things I'm trying to get people to realize, and especially, I think one of the things that happens with our discussions on race is we personalize groups, meaning we make groups into individuals, and, even though every group is made up of individuals, we say, "Oh well, this group is disproportionately obese, so therefore, why can't this group "diet or exercise more" in the way I used to do when I weighed a little bit more. But that's actually... We can't think of groups as individuals, when we think of... Especially we can't think of disparities as the result of the personal choices of the individuals in groups, because I think that's what happens, that's how we have been misled into believing, but when we actually... All of the data points to and all of the analysis points to, is that when you have two groups, there's going to be all different types of behaviors in both groups, whether that...

BB: Complete variance, right?

IK: Precisely. So you take white people and Black people, you have white people who eat unhealthy, you have white people who are vegans, you have Black people who eat in an unhealthy manner, and then you have Black people like me who are vegans. And so... And then you have vegans who are white, who don't really eat vegetables. Right? And so it's so much variable, and so we emphasize the negativities that we see among those individuals who are Black, and then ignore the negativities among the individuals who are white. And so we say, "Oh, those Black folk and their soul food, that's why they're unhealthy," as if you don't have white people who gathered this weekend and had hamburgers and hot dogs only on their barbeque menu. So I think that it's critically important for us when we think of groups and group inequality, to recognize that what changes communities, what changes groups, it's not their individual behaviors, it's policy change.

BB: I want to slow down here and go into slow motion for a moment, because, what you're saying is so profoundly important at the crux of, I think, of your entire book. And for me as a researcher, it's... We take groups and we take stereotypes and characteristics of groups, and what it seems to me that we do, and I think you write about this, but I want to check in with you to make sure I'm understanding it correctly because this is what I see. We see the most kind of negative, socially agreed upon, not good characteristics of groups of color, and we assign it to the entire group. Then we take the best characteristics of one or two people in the white folk group and assign it to that entire group. That's true, right? You see that...

IK: Exactly. So that's what I talk about how we generalize the individual negativities of people of color while we individualize the individual negativities of white people.

BB: And you know what keeps coming back to me, and I'm going to date myself with this because this was a huge raging issue as I was in school and then graduate work: the bell curve is such an example of the manipulation of statistical data to confirm a racist hypothesis. Okay. Yeah, I just... You know what? We do that. We do that. I can think of times when I do that, maybe not about race, but I do do that with... I'll tell you where I do it. I do it with political identity. I take the best part of the people I see in my group and assign it to everyone in my group. And the worst part, and it's so self-protective and self-destructive at the same time, isn't it?

IK: It is. It is. And I know How to Be an Antiracist, in particular, I remember giving a talk about this book, I believe I was in Gainesville, Florida, and this woman who was obviously a Republican or a conservative, got up during the Q&A and basically challenged me, basically by saying, "You're just another liberal who is just criticizing conservatives completely and never being able to look back on the problems of things that liberals do." And I was like, "Did you read the book?" [laughter] Because obviously, you didn't read the book, because the book was just as critical of people who identify as liberals or Democrats as people who identify as conservatives and Republicans.

BB: I want to read something from the book, early-on pages. Is it weird when I read to you? Is it okay?

IK: It's fine, yeah.

BB: Okay. "The good news is that racist and antiracist are not fixed identities. We can be a racist one minute and be an antiracist the next. What we say about race, what we do about race in each moment determines what, not who, we are." And you write, "I used to be racist most of the time. I am changing. I am no longer identifying with racists by claiming to be not racist. I am no longer speaking through the mask of racial neutrality. I am no longer manipulated by racist ideas to see racial groups as problems. I no longer believe a Black person cannot be racist, I am no longer policing my every action around an imagined white or Black judge trying to convince white people of my equal humanity, trying to convince Black people, I am representing the race well." This book is incredibly vulnerable in terms of you sharing your own experiences. Why was that important to you as you were writing this?

IK: So, I remember when I was thinking about this book and I was sort of thinking about the pulse of the book, even the heartbeat of the book. I recognize that the heartbeat, historically, of racism has been denial, has been to deny that one's ideas are racist, one's policies are racist, and certainly that one's self and one's nation is racist, and so then I was like, "Okay, by contrast, the heartbeat of antiracism is confession, is admission, is acknowledgement, is the willingness to be vulnerable, is the willingness to identify the times in which we are being racist, is to be willing to diagnose ourselves and our country, and our ideas, and our policies." And the reason why that's the heartbeat is because, like with anything else, the first step is acknowledging the problem. We can't even begin the process of changing ourselves, of acting in an antiracist fashion, if we're not even willing to admit the times in which we're being racist. And so I realize that essentially to be antiracist is to admit when we're being racist. And so I realize that in order to really give voice to that, in order to really model that for people I had to do that to myself and for myself.

BB: And you do it, and you do it throughout the book and you move forward a bunch and you slide back, and you share that with us. To me, that is the heart of the book, that there is such a deep humanity in this book. Was that intentional on your part? Did you write it from a perspective of, "This is what it means to be in the human struggle?"

IK: I think so. And I mean, I think that, to be honest, the first few chapters were a huge struggle for me to write, precisely because of how vulnerable I had to be and how many... I had to basically admit and chronicle some of the most shameful moments of my life, especially as someone who was raised in a home to value and love Black people, to be able to have to write about those times in which I did not value or love Black people, let alone other groups, was very, very difficult. And so it really wasn't... And so I think I struggled and it actually... I think the first few chapters, it took me almost like a year to write, and it really wasn't until as I write about in the end of the book that I was diagnosed with cancer, that I just wondered whether indeed I would even live to see the book come out, and I think because of that, in a way freed me to be vulnerable and to be completely sort of open and naked in writing the book.

BB: Yeah, there's just courage on every page. I mean, really, and I have to say you don't see that very often in books. You don't see that very often in the world, so thank you for that. I think the central message is that the opposite of racist isn't not racist, The true opposite of racist is antiracist. Can you break that down for us and help us understand how the opposite of racist is not, not race... Not racist is not the opposite of racist.

IK: Sure, so I think... Let me say it in this way. So when you think of... So I define a racist as someone who is expressing racist ideas or supporting racist policies with their action or inaction, I know we're not supposed to use terms in the definition, but I think what's critical about understanding what it means to be racist is understanding what a racist idea is, and what a racist policy is. And once you understand what a racist idea and racist policy is, you begin to realize that there's a fundamental contrast to that, and that contrast is not some sort of neutrality. And so if a racist idea is any idea that suggests a racial group is superior or inferior to another racial group... In other words, a racist idea connotes racial hierarchy, then what's the opposite of that? The opposite of that is ideas that connote racial equality, that challenges directly that idea of racial hierarchy and says, "No. All the racial groups are equals."

IK: And there's no in between racial hierarchy and racial equality. Either all the racial groups are equals, or certain racial groups are better or worse than others. And so there's no not racist idea, there's only a racist idea and an antiracist idea. And the same thing with policy. If a racist policy is leading to racial inequity, then an antiracist policy is leading to racial equity. There's no in between inequity or equity, and if racist policies lead to injustice, then by contrast, antiracist policies lead to justice. There's no in between injustice or justice. And so then when you take a person, you have people who are either expressing racist or antiracist ideas. So in any given moment, they're either being racist or antiracist, there's no not racist sort of category.

IK: And then I should also add very quickly that when people typically say, "I am not racist," it is in response to someone challenging something that they just did or said that indeed probably was racist. So again, I mentioned how the heartbeat, or in order to be antiracist, we have to be willing to admit the times in which we're being racist. By contrast, in order to be racist, we never admit the times in which we're being racist, and instead we say we're not racist.

BB: I have a couple of questions. So what do you say to the person who when you say we're either racist or antiracist to the person who says, "That's a false dichotomy. There can be neutrality between antiracist and race, there can be neutrality between injust and just, between inequality and equity or equality." I can't find what that neutrality is. But I would really love to know how you answer that because I get that a lot, especially when I quote you, but I can't think of a single example, because the systems are already in place. So if we were at net zero, how does that... I mean, it may be so but we're not, so what do you answer?

IK: Yeah so I state that are you... I would... So people have asked me asked that, and typically what I state say is, "Are you stating that because from a defensive posture?" In other words, you don't want to identify as racist, and you view those antiracists in some way that you don't want to sort of identify with. So this is fundamentally defensive so you can create a category for yourself. And typically, we know when people are creating categories for themselves because you can't define your category. And so are you creating this category for us, or are you creating this category for yourself? And if you're creating it for us, then define it for us, so we can understand it.

IK: What does it mean to be not racist? I know what it means to be racist. I know what it means to be antiracist. What does it mean to be not racist? And if you can't provide a very clear and consistent definition, then that shows me that you're fundamentally being defensive, and you're fundamentally seeking to create a category for yourself.

BB: That is so powerful, and starting with the defensive posturing that I think there are people that don't want to be in the racist category of course, because there's so much shame attached to that.

IK: Yeah.

BB: And they don't want to be in the antiracist category because there's so much frickin work attached to that.

IK: Yes.

BB: Do you know what I mean?

IK: Yes.

BB: Like antiracism work is, no joke, exhausting and vigilant, and there's shame in it too because it's... So it's interesting because - can we dig into something that is kind of at the intersection of your work and my work to help me figure out something?

IK: Sure.

BB: You don't seem to be... And I've only read this book and a couple of articles that you've written or maybe three or four articles from The Atlantic, but I will be getting the baby board book for sure. And it'll become my new go-to, like, I'm looking at Barrett, who's in here with me. She's like, "This will be the new. Every baby we know will be getting this book." You don't seem to be a proponent of shame as a social justice tool.

IK: No.

BB: So, let me ask you this question because I think this goes to the creating categories out of defensiveness. One of the things that I've seen and I see it a lot, I see it a lot in my social feeds, I see it a lot when I have really difficult Q&As when I'm on book tours. Let's say you and I are talking, and I share a racist idea, or I make a racist statement, and you hold me accountable for that. Right? Which is fair. You question and we dig in. But you say... I am going to feel shame about that, for most, I think most, maybe not all, but most white, I hope, most white Americans, or maybe Americans in general will feel shame about being held accountable for racist thinking or thoughts or speaking, then I go into shame. But what I'm struggling helping people understand and maybe you can share your thoughts on it with us is being held accountable for racism and experiencing shame around that, is not the same as being shamed about racism.

IK: Mm-hmm, yeah.

BB: Does that makes sense to you at all? Or am I off? I don't know.

IK: No, I think it makes sense. And I think that... Well, two things I'm trying to think of what to say first because I feel like I'll forget the other. Do you ever feel that way?

BB: All the time.

IK: So I think one thing is that... So if we talk about racist ideas, to grow up in America is to grow up, and for racist ideas to constantly be rained on your head and you have no umbrella. And you don't even know that you're wet with those racist ideas, because the racist ideas themselves cause you to imagine that you're dry.

BB: Right.

IK: And then someone comes along and says, "You know what, you're wet, and these ideas are still raining on your head. Here's an umbrella." You can be like, "Thank you, I didn't even realize I was drenched."

BB: Yeah, yeah.

IK: And then with all these ideas, and then the question, this is why I don't think people should feel ashamed, is there were other people and very powerful people in a history that was constantly raining those ideas on your head, and so what that means is, for instance if you're a white American, who has racist ideas, and then you, let's say, perpetuated those ideas by, let's say, not hiring a Black person because you thought they were lazy. You were simultaneously a victim and a victimizer. And so I think it's critical for people to recognize that literally, and as I talk about in How to Be an Antiracist, there's a specific reason why you had so many powerful Americans trying to convince white Americans that Black people were inferior; it was out of their own self interest.

BB: Yeah.

IK: And so then, white Americans and other Americans were tricked into believing that Black people should be enslaved in 1855, and then meanwhile poor whites, whose poverty was directly the result of the riches of white slaveholders were like, "Yeah, it should be this way." And so then those people were able to get richer and richer, and so me coming to that poor white person who believes Black people should be enslaved and then who have even sort of worked on slave patrols and brutalized Black people trying to run away, I'm basically coming to them and saying, "Here is the way you were a victimizer and here is the way you were a victim." And it's critically important, I think, for people to understand, people have been tricked, they've been manipulated, they've been hoodwinked, and that's why I think, that's what I'd want people to realize.

BB: Yeah, thank you for the umbrella. I didn't know I was wet. I think that might be where we lose people.

IK: Yeah.

BB: Wow. Do you ever... I think about this, I think my background is in social work, so I have my master's in social work and PhD in social work, and my bachelor's too, and so I've probably taken 20 classes on the nature of oppression. I guess the thing that always strikes me about oppression as a construct, and I know I'm going to personify it, and I know this is probably not right, but I would love your thoughts on it because I've tried to figure it out for so many years is, God, it's so hard to fight because it has an answer for everything, like it is...

IK: Yeah, yeah.

BB: Do you know what I mean?

IK: Mm-hmm.

BB: Like, it's such a formidable foe. It's like every time, like when you said to me, I got goosebumps when you said, "It's raining on you. But part of what it's raining on you is the message that you're dry."

IK: Mm-hmm.

BB: It is such a formidable foe, isn't it?

IK: It is, and that I think that it's critically important. What I'm trying to do is bring people back into reality, right? So they can realize that it's being rained on them, that that rain is coming down on their head, that they're slipping and falling and harming people in ways that they don't even realize. And when you step that back into reality, then you can actually recognize what's actually happening to you and what you're doing to other people. And then you can also begin to see how and why you have people protesting all over this country and why people are enraged and why that resistance is going to continue. Literally racist ideas, literally separate people from reality, and it prevents people, even too, from helping themselves.

IK: And so I talked a lot in my book about the ways in which even you have Black elites who believe ideas about the Black poor and who sort of reproduce racist ideas about the Black poor, not realizing that racist policies against them are being justified through ideas about the Black poor, or you have white Americans who are believing in racist ideas that these people of color will just use and abuse and take advantage of so-called social entitlement programs like Medicare for All, or increasing Social Security funding, or basic income, or other... Or paid leave, things that other countries have. And so therefore, I don't want none of that. And then it results in them not having the social safety net when they fall, their friends not having it, their family not having it, and then when they fall and become hurt, then they're told it's immigrants' fault. And so it's this constant sort of people being hurt...

BB: God.

IK: And then they believing that it's these other people who are the source of their pain, as opposed to the people who they actually support, who are the source of their pain.

BB: I'm a terrible podcast host, because I'm sitting here with my hands over my mouth, and that's not... I can't do that, but that's my response to this. I read an article, I think it was during the 2016 election, all I can remember is an MD-PhD, public health person, and I think the name of the article is: "Racism is Killing White People." And it's because they were voting against the very things, the services, and the safety nets that they themselves will need just because of the racist rhetoric that they attached to it.

IK: Exactly.

BB: It's...

IK: Yeah, Jonathan Metzl and that's based on his book Dying of Whiteness. And he talked about...

BB: Is that the who that... Is he an MD? Is that the one I'm talking about?

IK: MD-PhD, yes, yeah.

BB: My husband's a pediatrician, I think I read it in, there was an excerpt of something in American Pediatrics or something. So tell us who that was and what that book was, and we'll put it on our show notes.

IK: So yeah, it's Jonathan Metzl, who's a MD-PhD, I believe at Vanderbilt, and his book was entitled Dying of Whiteness, and he looks at the white resistance to the extension of ObamaCare or even the extension of Medicaid in particular states and how that not only harmed, obviously people of color disproportionately, but even white people, and how the resistance to creating more insurance and affordable healthcare has harmed white people, let alone people of color, or even probably the most striking aspect of that book was so he not only looked at healthcare, but even the massive debate currently over gun control.

BB: Gun control.

IK: And gun safety and gun rights, and how first and foremost, you've had white men who have been advocating for the reduction or elimination of gun safety laws so that they can arm themselves, so that they can protect their families against Muslim terrorists and Black criminals and LatinX invaders as they call them. And what's fascinating is those very states where they've been able to successfully eliminate these gun safety policies, it's led to a massive surge in people being killed, white men being killed by hand gun via suicide, so the very people, white men who've been pushing for the reduction in gun safety laws have then led to them, given them greater ability to accumulate guns, and they've used those guns to kill themselves, so literally, people are dying of whiteness.

BB: Can I just ask you just like a no bullshit question here?

IK: Mm-hmm.

BB: Why does that make so much sense to some of us and no sense, it seems, to other people? Why do some of us see the through line and some of us don't see the through line? Do you understand what I'm asking? It's a weird question.

IK: Yeah, yeah. I think first and foremost, because we're living in different sort of realities, and so, for many of these white men who are advocating, who are proud card-carrying members of the NRA, who are advocating for the accumulation of weapons by white men, they believe... I should say they've been made to believe that the cause of their own personal pain, the reasons why they're struggling in society or they do don't have more than they already have, is because of these immigrants and these people of color. They also generalize, when there's a Black person who commits murder, or a LatinX immigrant or a terrorist who commits murder, in their mind, those are the central sort of problems that are harming America and are threatening them. And so they're in tremendous amounts of fear, because they're constantly told by their politicians, by the people they listen to, that these are the people you should fear, and then they're told, "Your rights are being taken away. White men are being chastised and criticized, and demeaned by women, by people of color, by everybody, and so we are your defenders and you need to defend yourself through these weapons."

IK: And, but then what's happening is they're actually getting these weapons and killing themselves, and then all of those individual suicides are individualized, so there's not this collective national outcry about the incredible level of white men who are committing suicide, because, again, if something bad happens to white people, it's individualized.

BB: I've just been thinking a lot about your book around the How to Be an Antiracist book, and I've been thinking about how there is a very short distance in my mind between the dehumanizing dog whistle language from this administration to calling the cops on a bird watcher, to George Floyd. And it's my training, again, I think in social work systems theory, that these things lie on a continuum, but that that walk is very short between these things. Do you agree with that or disagree with that?

IK: Oh yeah, I agree. I mean, I actually tweeted out last week after we heard about what happened to George Floyd, that we should be seeing that, I think I said something to the... Well, let me just say the idea, and that is, when it comes to police violence, oftentimes the beginning of police violence is someone, and in this case, a white woman calling the police saying, "A Black male is threatening my life. I need your help, come help me," when indeed she is actually the person who's threatening the other person, but anyway, she calls up the police, and then the police come, imagining that there's this so-called Black super predator who's preying on this innocent white woman, and that it is their job principally to protect them, and so, then they come imagining the need for force. And then Christian Cooper ends up as George Floyd in Minneapolis.

BB: In a split second.

IK: In which an unarmed person is now dead. And so, there's a very straight line from Central Park to Minneapolis, and we understand because that was essentially the lynching era, but that lynching era has continued.

BB: And I think I would back the line up, because I think for me, a big part of my studies was dehumanization and the process, and the very invisible process of dehumanizing, which every genocide in recorded history starts with dehumanizing and starts with language. So when we hear things like, when we talk about immigrants and the White House uses words like infestation, and when we use words like... I don't even think I've ever heard white people referred to as thugs in my life. It's people have a very hard time understanding that once we move people outside of what we believe is humanity, that it's possible to do anything to them.

IK: It is. And I think that is the reason why when you have those racist ideas that cause you to demonize people of color, and then that is combined with racist policies that are over-policing their neighborhoods, or allowing police officers who kill them to not be prosecuted, or to get off, it only continues this cycle that not only do they not matter to me, they don't even matter to the state.

BB: Right. You wrote something, I think this was a quote from the New York Times, and I feel like I could talk to you for... I hope you come back again, and we can talk more about all the great policy change that's happening. That's what I'm hoping.

IK: That's what I'm hoping, too.

BB: But I want to read this quote because and it says, "By not running from the books that pain us, we can allow them to transform us." This is a quote from you. "I ran from antiracist books most of my life. But now I can't stop running after them, scrutinizing myself and my society, and in the process changing both."

IK: That's what we need to be doing. I think many of us have learned, even from your work, we have to be constantly growing. We cannot harden ourselves, and certainly our children into, "They're stupid or we're stupid." We have to say, "You know what, that was not a smart thing that I did or said. That was a racist act. But I am not essentially a racist." No one is. Everyone has the capacity to change, everyone has the capacity to be antiracist. Everyone has the capacity to grow. And if we're not growing as human beings, then what are we? What's distinguishing humans from other beings? It's that capacity for self-awareness and growth.

BB: That's right, meaning making. I always go back to that quote from Shawshank Redemption, "Get busy living or get busy dying." And I think if you're not learning and growing, which can be painful, stretch marks, bruises, you're dying in a way. Okay, Ibram, walk me through, because I really want to get one of your books for my soon to be 15-year-old son, and so tell me about the sequence of Stamped from the Beginning. Is there a YA version?

IK: Yes.

BB: So how does it work?

IK: So when I wrote Stamped from the Beginning, which again, chronicled this history of racist ideas, literally from their origins to the present, so upwards of 600 years of history, people would come up to me and say, "You know what, I wish I would have learned this in middle school, in high school. I didn't understand and know this history." And so, people kept telling me that, "You know what, this book needs to be before every middle schooler and high schooler." And so we decided that, "Let's create one." And Stamped from the Beginning is upwards of 500 pages, and so we decided we needed a specific book. And so I asked Jason Reynolds, who's, he's probably one of the more gifted YA novelists, who historically has written on race and racism, and he has his own voice and his own style. And I asked him a couple of times, he said no a couple of times, but eventually he agreed, and so he took Stamped from the Beginning, and completely rewrote it for young people in their voice, in his patented lyricism. And yeah, they've fallen in love with it. It actually debuted number one New York Times, so yeah, people are really responding to it well.

BB: You know what I love, is it's never too early to talk to our kids about this. And now you've given us the gifts of a board book, a YA book, and then books for adults.

IK: And that's, I want, especially in this moment, when there are a lot of people who want tools for not only understanding racism themselves, but even teaching and instructing their kids, and I'm hoping also that people realize that they should be having these discussions with their children. Their children are not color blind. The data shows that children as early as six months recognize race, and children as early as two to three years old have begun to consume racist ideas. And if you're not teaching those children antiracist ideas, if you're not challenging those racist ideas, and they're only going to grow up and then one day say something, you're going to feel completely embarrassed. Because like with anything else, people have to be taught to be antiracist, just as they're taught, indirectly, by so many things they see and experience and hear, to be racist.

BB: And I think it's been also my experience that, when you don't... The biggest mistake a lot of people I see making, is we don't talk about race, but we've raised nice and kind kids, so we assume that that's going to translate to something, and it translates to nothing, except the messaging that it's scary and not okay to talk about race.

IK: Exactly. Yeah, if the modeling... Can you imagine, there are adults, and many adults who struggle to talk about race and racism, and... But could you imagine if those adults were talking about these issues as early as 2 or 3, or 1, or as soon as you can speak, then... And I think, part of this also, is, as I'm learning on thinking through how to parent my child, of course, we've learned from you, and one of the things we're trying to model for her, is how to have difficult, uncomfortable conversations and how necessary those conversations are for her having a healthy, happy, and productive and impactful sort of life. And so this talking about race and racism is one type of difficult conversation we need to teach her how to have.

BB: Yeah, and, God, I just don't think there's a bigger gift that we... On top of knowing that you're loved and worthy of love and belonging, I don't know if there's a greater gift that we can give our kids, than the ability to lean into difficult conversation and to be vulnerable. Yeah. Okay, I have this last 10 rapid fire, and it's really important, it's more lighthearted, but it's about getting to know you as a person, and I think, sometimes, one of the hardest things about being an activist is not being seen as a person and can be sometimes dehumanizing in its own way. So if you would allow me, I'd love to ask you these 10 questions.

IK: Sure. Yeah. Let's do it.

BB: Okay, ready? Number one's fill in the blank. Vulnerability is?

IK: Courageous.

BB: Number two, you're called to do something brave, but your fear is real and it's stuck right in your throat. What's the first thing you do?

IK: Think about what the right thing to do is, and focus on that, rather than my fear.

BB: What is something that people often get wrong about you?

IK: That I'm very, very serious and angry all the time.

[chuckle]

BB: Okay. What's the last show that you binged and loved?

IK: That we binged, let's see. Probably... Oh, God, what's the show that was the... Probably the lead show on HBO, that just ended. I'm forgetting the name of it.

BB: Game of Thrones?

IK: Game of Thrones, yes.

BB: Okay, got it.

IK: Game of Thrones. So, literally... So, my wife and I, we hadn't seen it at all, any of the episodes, and we just binge-watched it late last year, and we both really liked it, except the ending, of course, but...

BB: Now, that's a binge, that's a hella binge right there, if you watched it all. Okay, a film that you really love?

IK: So I think, one of the films that I really love, particularly in context to our conversation, is After Earth, which was a movie with Will Smith and his son, in which they are sort of lost on this mysterious sort of planet, and he's hurt, and they have to figure out a way to elude people, or I should say beings and beasts that are trying to kill them. And Will is seeking to really get his son, and speak through his son, to get his son to essentially get them both to safety because he's hurt. And I remember at one point, he's trying to encourage him to face this dangerous, or horrible sort of villain beast that sort of makes up the movie, and he says something to the effect that, "Fear is not real. Danger is real, but fear is a choice," and he obviously wanted him to make a different choice.

BB: God, what a quote.

IK: Yeah.

BB: Okay, a concert that you'll never forget.

IK: Probably... So I... One of my favorite groups in the '90s, when I was growing up, was Jagged Edge, this R&B group, and so I was able to not only see them in concert, but even meet them when I was a freshman... Oh, not a freshman, when I was at FAMU, where I did my undergrad in Tallahassee, Florida.

BB: Favorite meal.

IK: So I'd say my favorite food now is probably avocado, and it's fascinating because I only really started eating avocado probably in the last five years, and one day... And I'm the type of person, if it doesn't look good to me, then I'm not going to want to eat it, and so, since it was green, I'm like, how could... It just looks weird. But then one day I tried it, and I haven't looked back since.

BB: The rest is history, avocado history. Okay, what's on your nightstand right now?

IK: Where... Oh.

BB: He's literally looking at it.

IK: Yeah. What the Eyes Don't See.

BB: Okay.

IK: Which is "A Story of Crisis, Resistance and Hope in an American city," by Mona Hanna-Attisha, which essentially is the story of the Flint water crisis, and how this pediatrician was very critical in not only sort of breaking the problem or demonstrating the problem, but even seeking to lead its recovery.

BB: Okay, a snapshot of an ordinary moment in your life that brings you real joy.

IK: Ordinary moment, is my 4-year-old daughter, I'm home after being somewhere, and she just jumps into a massive sprint, she comes and say hello and hugs me around my legs. That always brings me joy.

BB: Yeah. Last one. What's one thing that you're deeply grateful for right now?

IK: I think I'm deeply grateful for being surrounded by people, who sort of practice love with me, and who show their love as I seek to show my love to them, and so people... I believe people choose to love, and I'm sort of deeply grateful that people have chosen to love me.

BB: Well, your work is life-affirming and life-changing. Professor Ibram Kendi, How to Be an Antiracist. We just have a couple of short weeks to wait for Antiracist Baby, the board book, to come out. I'll make sure that we profile that on all of our channels, and we'll put it up on brenebrown.com. I think danger is real, to go back to your quote, I haven't seen that movie, but that quote's amazing. "Danger is real, but fear is a choice," and I am grateful for you for choosing courage. Thank you for making us braver.

IK: Well, thank you, and of course thank you for all your work, and glad we had a chance to sit down and talk about this.

BB: Me too, thank you.

(music)

Again, I want to thank Ibram Kendi for joining us on Unlocking Us. I'm committed to having him back on the program, if he'll join us, to talk even more, about antiracism and everything he has to teach us. If you want to follow Dr. Kendi, on Twitter, he's Dr. Ibram, @-D-R-I-B-R-A-M, Instagram, @-I-B-R-A-M-X-K. You can also go to our show page, on brenebrown.com, and you'll see all of his books, links to all of his books, and how to find him on social media, his website, and learn more about the work he does. I always sign these podcasts, I sign off on these podcasts by saying, "Stay awkward, brave and kind," and I would add to this one, in addition to awkward, brave and kind, I know we have to make choices, we have to use our voice in service, and for me, that rarely means giving voice to the voiceless, I think the voiceless have voices, and they've been screaming, for centuries. I think our work is to show up, be brave, give ears to the earless, and that's not easy, but right isn't easy, very often. Take good care of yourselves.

© 2020 Brené Brown Education and Research Group, LLC. All rights reserved.

Brown, B. (Host). (2020, June 3). Brené with Ibram X. Kendi on How to Be an Antiracist. [Audio podcast episode]. In Unlocking Us with Brené Brown. Cadence13. https://brenebrown.com/podcast/brene-with-ibram-x-kendi-on-how-to-be-an-antiracist/

# data[].attributes.attachment_link.title
Brené with Ibram X. Kendi on How to Be an Antiracist

# data[].attributes.attachment_link.description
Ibram X. Kendi and I talk about racial disparities, policy, and equality, but we really focus on How to Be an Antiracist, Kendi's groundbreaking approach to understanding uprooting racism and inequality in our society and in ourselves.

# 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.body
Read by Morgan Freeman

# data[].attributes.attachment_link.title
Morgan Freeman Reads Rep. John Lewis’ Last Words | The Last Word | MSNBC

# data[].attributes.body
Great resource found by Lisa and Erin. Go to the next pages to see how to use them/how to introduce yours or ask someone theirs/what to do if you made a mistake...

# data[].attributes.attachment_link.provider_name
MyPronouns.org Resources on Personal Pronouns

# data[].attributes.attachment_link.readable_text
In English, whether we realize it or not, people frequently refer to us using pronouns when speaking about us. Often, when speaking of a singular human in the third person, these pronouns have a gender implied -- such as "he" to refer to a man/boy or "she" to refer to a woman/girl. These associations are not always accurate or helpful.

Often, people make assumptions about the gender of another person based on the person's appearance or name. These assumptions aren't always correct, and the act of making an assumption (even if correct) sends a potentially harmful message -- that people have to look a certain way to demonstrate the gender that they are or are not.

Using someone's correct personal pronouns is a way to respect them and create an inclusive environment, just as using a person's name can be a way to respect them. Just as it can be offensive or even harassing to make up a nickname for someone and call them that nickname against their will, it can be offensive or harassing to guess at someone's pronouns and refer to them using those pronouns if that is not how that person wants to be known. Or, worse, actively choosing to ignore the pronouns someone has stated that they go by could imply the oppressive notion that intersex, transgender, nonbinary, and gender nonconforming people do not or should not exist.

# data[].attributes.attachment_link.title
What Are Pronouns? Why Do They Matter? - MyPronouns.org Resources on Personal Pronouns

# data[].attributes.attachment_link.description
In English, whether we realize it or not, people frequently refer to us using pronouns when speaking about us. Often, when speaking of a singular human in the third person, these pronouns have a gender implied -- such as "he" to refer to a man/boy or "she" to refer to a woman/girl.

# data[].attributes.body
Discussing what we like and dislike about a book, explaining why and reflecting about what could be done differently is always something to keep in mind while reading to kids.

# data[].attributes.attachment_link.readable_text
alternate endings to beloved but problematic

Ever settle in with the young person in your life to read one of your childhood favorites, like THE GIVING TREE or THE RAINBOW FISH, only to get halfway through it and go, "Wait, WHAT?"

Well, good news.

I fixed it.

The alternate endings are available for you to print for free. If you enjoy them, I hope you'll consider a donation to , which is providing crucial assistance to my colleagues during the COVID crisis.

# data[].attributes.attachment_link.description
alternate endings to beloved but problematic Ever settle in with the young person in your life to read one of your childhood favorites, like THE GIVING TREE or THE RAINBOW FISH, only to get halfway through it and go, "Wait, WHAT?" Well, good news. I fixed it.

# data[].attributes.body
You can do that with any song!

# data[].attributes.attachment_link.title
The Laurie Berkner Band - Walk Along the River

# data[].attributes.body
An email without attachment releases the same amount of CO2 than a plastic bag. This is why it is worth cleaning our emailboxes. Please consider regularly archiving and deleting emails you don't need anymore.

# data[].attributes.attachment_link.title
Outdoor Opposites | Barefoot Books Singalong

# data[].attributes.body
Princess hair.
Don't touch my hair.
The skin you live in.
All the colors we are.
City Shapes by Diana Murray
Have I Ever told you? By Shani King
Hats off to Hair by Virginia Kroll
When Mama braids my hair Monique Duncan
Hair Love by Matthew Cherry
I love Saturday’s y Domingo by Alma Forada
Malala’s Magic Pencil by Malala Yousafzai
Say Something by Peter H Reynolds
Mommy,Mama,and Me by Leslea Newman
Love makes a family by Sophie Beer

# data[].attributes.headline
Books about Diversity and Nature - kindly shared by Ambra

# data[].attributes.subject
Books about Diversity and Nature - kindly shared by Ambra

# data[].attributes.headline
List of local library books: some found by Addy, some by Lisa, and read in c4 late day.

# data[].attributes.subject
List of local library books: some found by Addy, some by Lisa, and read in c4 late day.

# data[].attributes.body
I look up to Michelle Obama.
Not Norman - a gold fish story.
The handmade alphabet.
I like myself.
Hooray for you!
Our Children can soar.
Feast for 10.
Puppy truck (I love this one, for little kids).
My forest is green (about art and nature).
I hear a pickle (tons of fun ideas for discussions there, very sensorial).
Hands up!
All kinds of friends
You hold me up. (Sweet)
What if?
One word from Sophia.
Lubna.
Hey wall.
Most people.
Also: check Kadir Nelson's books! They are gorgeous!

# data[].attributes.headline
Anti-racism video shared by Lisa and Erin

# data[].attributes.subject
Anti-racism video shared by Lisa and Erin

# data[].attributes.attachment_link.title
Building Culturally Relevant Schools Post-Pandemic with Dr. Gloria Ladson-Billings

# data[].attributes.body
Are you going to use them? Which one is your favorite? I personally love:

Petrichor

Overmorrow

Interrobang

Griffonage

Crapulence

# data[].attributes.attachment_link.provider_name
Noodle Loaf - Music Education Podcast For Kids

# data[].attributes.attachment_link.title
Listen - Noodle Loaf - Music Education Podcast For Kids

# data[].attributes.attachment_link.description
Noodle Loaf is an interactive music education podcast for kids that teaches fundamental music concepts through play, song and laughter,

# data[].attributes.attachment_link.title
Noodle Loaf: You Make The Story | Little Rabbit's Tail

# data[].attributes.attachment_link.title
"Over in the Ocean - In a Coral Reef" sing aloud

# data[].attributes.headline
How to say "I love you" *with* *a* *mask* *on* - just say it in cat language

# data[].attributes.subject
How to say "I love you" *with* *a* *mask* *on* - just say it in cat language

# data[].attributes.body
Cats blink with a relaxed gaze to say "I love you". A great and fun thing you and your loved ones can practice, with and without a mask! To only see the part that teaches you how to do: watch from 1min55secs until 3min20secs! Have fun showing love with your eyes and cat code!

# data[].attributes.headline
Cuckoo lullaby: French and English versions!

# data[].attributes.subject
Cuckoo lullaby: French and English versions!

# data[].attributes.body
I learnt this English lullaby this weekend and couldn't quite identify why it sounded familiar... until! I realized I know the French version of it! Can you guess what "coucou" means? what "hibou" means? see comments below to understand the French lyrics and find the English lyrics there too!

# data[].attributes.attachment_link.title
Coucou hibou Coucou hibou (comptine à gestes avec paroles)[1]

# data[].attributes.body
Explore with all your senses! Make a mess and have fun!

# data[].attributes.attachment_link.readable_text
Introduction: Oobleck: the Dr. Seuss Science Experiment

Oobleck is a classic science experiment that's perfect for entertaining both kids and adults. If you haven't seen it in action it's very fascinating stuff and before too long you'll have your hands covered with it, happily making a mess that can be washed away with water.

Oobleck is a non-newtonian fluid. That is, it acts like a liquid when being poured, but like a solid when a force is acting on it. You can grab it and then it will ooze out of your hands. Make enough Oobleck and you can even walk on it!

Oobleck gets its name from the Dr. Seuss book Bartholomew and the Oobleck where a gooey green substance, Oobleck, fell from the sky and wreaked havoc in the kingdom. Here the Oobleck will be made in a bowl and will likely make a mess, but only because you can get carried away playing with it.

Step 1: Materials

All you need is corn starch and food coloring and the food coloring is optional.

Recipe:
- 1 cup water
- 1.5-2 cups corn starch
- a few drops of food coloring of your choice

Step 2: Mix It Up!

Start with the water in a bowl and start adding the corn starch to it. You can use a spoon at first, but pretty quickly you'll be moving on to using your hand to stir it up.

When you're getting close to adding 1.5 cups of the corn starch, start adding it in more slowly and mixing it in with your hand. The goal is to get a consistency where the Oobleck reaches a state that is the liquid and yet solid.

Sometimes you will need more cornstarch. If so, keep adding more than the initial 1.5 cups. If you add too much, just add some water back into it. You will have to play with it to see what feels appropriately weird.

Step 3: Add Food Coloring

Now that the Oobleck is just right, it's time to add some color. We save this step for later because it's a fun challenge to stir in the food coloring. You will have to slowly mix the Oobleck around to get it thoroughly mixed.

Step 4: Play With It!

No go ahead and play with the Oobleck. That's the point of all this and you can find lots of tricks to try out. Here's a short list:

- Grab a handful, squeeze it, and let it ooze out your fingers.
- Make a puddle and quickly drag your fingers through it.
- Put it into a plastic container and shake it or quickly bump it against a table.
- Jab at the Oobleck and then slowly let your finger sink in.
- Put it on top of a subwoofer and play some low frequencies at high volume (tough to set up, but worth it)

Have fun and be sure to wash it all off in the end.

Step 5: Oobleck Videos

Still not convinced you want to make it? Play this video to see it in action.

# data[].attributes.attachment_link.title
Oobleck: the Dr. Seuss Science Experiment

# data[].attributes.attachment_link.description
Oobleck: the Dr. Seuss Science Experiment: Oobleck is a classic science experiment that's perfect for entertaining both kids and adults. If you haven't seen it in action it's very fascinating stuff and before too long you'll have your hands covered with it, happily making a mess that can be ...

# data[].attributes.body
Come up with your own words for the second song!

# data[].attributes.body
3 classes are preschoolers/kindergarteners oriented and you pay what you want.

How should we choose a best friend? 4-6 y-o kids.

Why do different people prefer different flavors? 5-7 y-o kids.

What makes something a pig? (w/ Peppa pig) 5-7 y-o kids.

# data[].attributes.attachment_link.readable_text
All online classes are live and interactive.

Most classes are pay-what-you-want to meet our accessibility and diversity goals.

We would love to hear from you! If you would like to request a topic, or a date and time for a new section, please contact us.

Upcoming Classes by Date:

Mondays and Wednesdays, July 20- Aug 12. Ages 9-12. Puzzles About The Mind. This is an 8-session discussion class (4 weeks) on the mind, drawing on neuroscience, cognitive psychology, and robotics. We will meet on Zoom 1:00-2:00pm Pacific Time. Pay What You Want!

Date/Time TBD. Ages 5-7. Peppa Pig: What Makes Something a Pig? This is a 1-session discussion class on flavor perception that will meet on Zoom from 10:30-11:00am Pacific Time. Pay What You Want!

Fridays June 12-July 31. Ages 11-14. Puzzles About Robots. This is an 8-session class that meets on Zoom on Fridays at 1pm Pacific Time. [Make-up class available]

Tuesdays and Thursdays, June 23-July 2. Ages 9-12. Puzzles About Morality. This is a 4-session discussion class that will meet for two weeks, 12:30-1:30pm Pacific Time (may be extended after first two weeks upon request). Pay What You Want!

Date/Time TBD. Ages 13-15. What is Privilege? This is a 1-session discussion class that will meet on Zoom. Pay What You Want! **Proceeds go to Black Lives Matter.

# data[].attributes.attachment_link.title
Philosophy for Children San Francisco Bay Area

# data[].attributes.attachment_link.description
We would love to hear from you! If you would like to request a topic, or a date and time for a new section, please contact us. Mondays and Wednesdays, July 20- Aug 12. Ages 9-12. Puzzles About The Mind. This is an 8-session discussion class (4 weeks) on the mind, drawing on neuroscience, cognitive psychology, and robotics.

# data[].attributes.body
Shared by Lisa and Erin.

# data[].attributes.attachment_link.description
But you cannot fix a problem that you do not know you have. And if "ignorance is bliss", in this case, bliss has caused bondage and pain for others. But there is a fix. We can all access the life-saving medicine that will cure the world's most ailing, long-lasting pandemic.

# data[].attributes.body
Shared by Lisa and Erin.

# data[].attributes.body
By Monday (July 13th) kids over 5 will have to wear masks in public. Here are some tips.

# data[].attributes.attachment_link.title
Dr. Aparna Kumar explains why & how to wear your mask FOR KIDS!

# data[].attributes.body
Inspired from the award-winning book.

# data[].attributes.body
I think you can slow down the speed to 0.75

# data[].attributes.attachment_link.title
Africa Dream-Read by Dr. Rucker from KVP

# data[].attributes.body
Thanks Lisa for the reference!

# data[].attributes.body
Thanks Lisa for the reference!

# data[].attributes.headline
First peoples principes of learning 9 mins video

# data[].attributes.subject
First peoples principes of learning 9 mins video

# data[].attributes.body
Learning in the heart (by teachers showing how they treat others) vs learning in the mind. 4 kinds of experiences to create strong human being: 1. knowing you are significant; 2. knowing you are capable 3. knowing you are powerful on the inside 4. knowing you are a genuinely good human being. How did ancestors raise kids to experience that? Knew belonging, mastery, independence, and generosity were the key. Builds resiliency.

# data[].attributes.attachment_link.authors[].name
School District 27 Residential Schools and Reconciliation

# data[].attributes.body
Ideas of ways to play outside!

# data[].attributes.headline
Giving thanks - a Native American good morning message read by author

# data[].attributes.subject
Giving thanks - a Native American good morning message read by author

# data[].attributes.attachment_link.title
Giving Thanks  A Native American Good Morning Message

# data[].attributes.headline
Outdoor games/activities for kids not returning on-site to Woodland this Summer

# data[].attributes.subject
Outdoor games/activities for kids not returning on-site to Woodland this Summer

# data[].attributes.attachment_link.title
The science of skin color - Angela Koine Flynn

# data[].attributes.attachment_link.description
When ultraviolet sunlight hits our skin, it affects each of us differently. Depending on skin color, it’ll take only minutes of exposure to turn one person beetroot-pink, while another requires hours to experience the slightest change. What’s to account for that difference, and how did our skin come…