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I think this tips can be use to facilitate conversations about race:
https://bento.cdn.pbs.org/hostedbento-prod/filer_public/SBAN/Images/Classrooms/Ten%20Tips%20for%20Facilitating%20Classroom%20Discussions%20on%20Sensitive%20Topics_Final.pdf

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Race Talk: Engaging Young People in Conversations about Race and Racism.
Very easy to follow.

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Also, I'm adding this link that I read recently that was posted on a blog I follow for music teachers. It may or may not give you something valuable.  BE (Barbara)

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Black Educators' Thoughts on Black History Month Programs

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I have not done any conversation about race with my students in fear of the whole getting out of control. I tried looking up Teaching Tolerance.org and seems that there are good strategies in there. Need to explore it more.

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I used Unique Learning System and I Incorporated this lesson to address Race. For example, Martin Luther King. Also, another resources is Teaching Tolerance.org. I made sure that in every lessons are meeting the needs of my students.

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I used Unique Learning System and I Incorporated this lesson to address Race. For example, Martin Luther King. Also, another resources is Teaching Tolerance.org. I made sure that in every lessons are meeting the needs of my students.

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Maria Melba Tedoff

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice 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.

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As Barbara mentioned in her post (padlet) I don't think we discuss that much about race in elementary especially in primary grades, I think there are good resources in teaching tolerance.org   There is a Racial Disparities Jigsaw mini unit that I would like to teach, but I do not see myself having this lesson with my primary students and I do not know how to do this in a resource room where I am most likely teaching students to read. Here is the link for this mini unit:

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As Barbara mentioned in her post (padlet) I don't think we discuss that much about race in elementary especially in primary grades, I think there are good resources in teaching tolerance.org   There is a Racial Disparities Jigsaw mini unit that I would like to teach, but I do not see myself having this lesson with my primary students and I do not know how to do this in a resource room where I am most likely teaching students to read. Here is the link for this mini unit:

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https://www.tolerance.org/classroom-resources/tolerance-lessons/racial-disparities-jigsaw-miniunit

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I haven't done a specific lesson on race before, but I would go to Teaching Tolerance to find one. I have found lessons on there before for teachers to use on tolerance, diversity, and social justice.

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We don't discuss race too much in elementary music, but we do discuss issues, such as the Civil Rights Era, Dr. Martin Luther King, Jr., segregation, and slavery. Each of these is related to music, a song, etc. in class and we discuss it before doing the musical part of the lesson.

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https://albertamentors.ca/for-educators/benefits-mentoring-schools/

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http://www.aldenhabacon.com/13-tips-how-to-talk-to-children-about-diversity

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I personally use Teaching Tolerance. org
This is a great resource and you can modify lessons to meet the needs of your students.

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Students want to talk about race relations. To be an effective mediator is what is important.

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http://www.pewinternet.org/2016/08/15/social-media-conversations-about-race/
Interesting how much or less different races have social media conversations about race.

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How Should I Talk about Race in My Mostly White Classroom?

https://www.adl.org/education/resources/tools-and-strategies/how-should-i-talk-about-race-in-my-mostly-white-classroom

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Here is a list of multicultural books that can be used in elementary school classrooms. Books are a great way to start the dicussion with students.

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Page not found - Cooperative Children’s Book Center

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I think it is important to start the contact with the parents on a positive note. I try to talk to each parent about their child and what they are doing right. Then when you have to speak to them about something the child did wrong the interaction is better.

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Below is an article on how to teach about race in your classroom. Since I am a history teacher, we talk about American Civil Rights and this articles address a great way to introduce this topic as well as strategies to be able to talk about it with you students. I really enjoyed the article and found it useful!
https://www.tolerance.org/magazine/pu

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The March Continues
The Five Essential Practices for Teaching the Civil Rights Movement
Practice 2. Know how to talk about race.

Teachers planning lessons on the civil rights movement must be prepared to talk about race and racism, not simply as remnants of a long-gone past, but as real forces in the world today.

Race is a social construct, not a biological given. Still, race matters. It shapes our experiences and has real impacts, from the smallest interpersonal interaction to the largest institutional arrangements. Many teachers believe that ignoring race-adopting a colorblind stance-is the best way to overcome its negative power. Yet it's important for teachers to examine the ways that race influences their classrooms every day. Stanford's Linda Darling-Hammond has argued that, in schools, teachers and students routinely make assumptions about each other on the basis of race. "Those are all assumptions that can be tested, debunked and reframed," she says, "but you can't get there without understanding that race is part of the context." ¹⁰

Certainly, we must talk about race to help students understand the civil rights movement. Learning works through a process of assimilating new knowledge into existing beliefs about the world. Unexplored and unacknowledged background ideas or assumptions too easily create emotional obstacles to student learning. This is particularly true when teaching about race and racism, as Spelman College President Beverly Daniel Tatum writes: "If not addressed, these emotional responses can result in student resistance to oppression-related content areas. Such resistance can ultimately interfere with the cognitive understanding and mastery of the material. This resistance and potential interference is particularly common when specifically addressing issues of race and racism." ¹¹ If we do not talk about race and racism when we talk about the civil rights movement, we deprive students of the opportunity to understand much of American history.

Talking about race and racism means reaching outside the context of the civil rights movement. We do students a disservice if we encourage them to think that racism is a remnant of a distant historical era. In addition, we risk losing students of color who know all too well the continued effects of race and racism.

Many teachers, wanting to avoid discomfort or conflict, avoid open conversations about race in their classrooms. These reasonable concerns only underscore how important it is to find ways to make the classroom a safe space in which to talk about race and ethnicity.

It is not easy to talk about race. Setting clear guidelines for discussion is an essential first step. Involve students in this process by asking them what kinds of guidelines they would need to feel safe expressing their ideas. Remember that conversations about race are not only about color, but also about whiteness. Too often, teachers discuss race without making white privilege visible and subject to investigation; in the context of the civil rights movement, this can make the struggle difficult to understand and diminish the heroism of white allies who "crossed lines" in solidarity.

Teaching the civil rights movement provides a relevant and historically appropriate opportunity to talk openly with students about the ways discrimination and privilege shaped and continue to mold American society. Teachers who choose to talk about race in the classroom will be rewarded with more-engaged students who gain a deeper understanding of the civil rights movement and its context.

Keep in Mind

Acknowledge the importance of race in your students' lives.

Dispel ideas about a biological basis for race.

Bone up on the history of race as a social construct and means of control.9

Create a safe environment with clear communication guidelines.

Identify common roadblocks to productive discussion.

Recognize that disparities exist but need not persist.

Speak from your own experience.

Create opportunities for students to speak from their own experience.

Tools for Teachers

Start with yourself.

Before starting conversations with your students about race and ethnicity, it's good to begin by reflecting on your own identity using a tool like this one.

Read about it.

Teaching Tolerance offers a number of resources that grapple with this subject. Try "Race Talk When Diversity Equals One" and Let's Talk! Discussing Race, Racism and Other Difficult Topics With Students.

Go deeper.

Read a book like Talking Race in the Classroom by Jane Bolgatz. Spend some time with Teaching Tolerance's online professional-development tools about culture in the classroom. Talk with other teachers to see how they talk about race.

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Practice 2. Know how to talk about race.

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Teachers planning lessons on the civil rights movement must be prepared to talk about race and racism, not simply as remnants of a long-gone past, but as real forces in the world today. Race is a social construct, not a biological given. Still, race matters.

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Brennan Utt:                          A good article about how to start discussing race in the classroom.

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Brennan Utt:                          A good article about how to start discussing race in the classroom.

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https://www.nytimes.com/2017/09/27/learning/lesson-plans/first-encounters-with-race-and-racism-teaching-ideas-for-classroom-conversations.html

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This time I am sharing a tool I modeled using in the module. EdPuzzle is a great interactive video viewing tool to support reflective dialogue between you and your students. It can be used when employing a flipped classroom approach to introduce a video as an anticipatory set before engaging dialogue in the class with students or as a formative assessment tool during a video lesson. Best of all its free. Check it out by clicking on the link embedded below. Enjoy.

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Creating a Positive Classroom Environment Video.

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Thought starters

1. What strategies does Ms. Saul use to create a helpful class pledge?

2. How does Ms. Saul communicate her beliefs about learning to her students?

3. What practices and routines could you institute to build your unique classroom culture?

School Details

East Palo Alto Charter School

Teachers

English Language Arts Math Science Social Studies Arts / 3 / Teacher

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Ready to Learn: Creating a Positive Classroom Culture

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Third grade teacher Jen Saul talks about how she builds a positive and safe classroom community. Jen describes how she celebrates mistakes in her classroom, encouraging her students to take risks. In order to take risks, her students need to feel safe.

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When students have a positive class environment it can help for them to be successful regardless of race or ethnic background.

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Thought starters

1. How does Ms. Noonan utilize personal characteristics to contribute to the class culture?

2. How does the morning meeting shape class culture while also addressing academic goals?

3. What type of feedback do students receive and how does it impact class culture?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Thought starters How does Ms. Noonan utilize personal characteristics to contribute to the class culture? How does the morning meeting shape class culture while also addressing academic goals? What type of feedback do students receive and how does it impact class culture?

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Here's another video of how students can be respectful towards one another.

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Chism use accountable talk stems?

2. What concrete strategies does Ms. Chism introduce for getting students to engage in respectful talk?

3. How could you use Ms. Chism's strategies in your classroom?

School Details

Winridge Elementary School
3500 Ridgeway Road
Memphis TN 38115

Data Provided By:

Teachers

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4th and 5th grade Gifted ELA teacher Sherwanda Chism encourages students to engage in respectful talk. Sherwanda gives students accountable talk stems, giving them an entry point into academic discussions. Sherwanda explains how it's important to empower students to talk while making sure they are not harming or hurting anyone.

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One way to help with student success is by creating a classroom culture and a school culture.

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

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Thought starters

1. What types of activities take place during the community circle?

2. Why is the community circle especially beneficial for newcomer students?

3. How could you start a community circle at your own school?

School Details

ENLACE Academy

Lawrence, Massachusetts

Teachers

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Building School Culture with Community Circles

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Here one activity you can use to build a positive school culture. Community Circles allow students to celebrate everyone's work and share their feelings. It's a great way for new students to integrate into the school, as well as allow all students to grow together.

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When I have a child that is struggling with behavior problems, I always take a positive view and pick out the positive things they do every day to talk to them about. I never just talk to them about the negative times. I sometimes have to have a heart to heart talk with some about how I know they can be good and I expect them to be good. It is very difficult for some of them since they have taken power and control of their situation all their lives to give up that control and just be kids.

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Six Classroom Activities to Spark Discussion on Race from ASCD 

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Six Classroom Activities to Spark Discussion on Race from ASCD 

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This is another great teacher and leader site to get tips and tricks for educators. If you don't subscribe you will want to.

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This is from Teaching Tolerance which is an excellent website to find lessons about race.

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Essential Question

What do I need to participate in an open and honest conversation about the content of The New Jim Crow?

Big Idea

Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism.

Objectives

Students willreflect on their own comfort level when talking about race.

Students will distinguish between intent and impact and reflect on what it means in the context of class discussions about The New Jim Crow.

Students will describe how stereotypes inform our implicit biases and how implicit bias impacts our interactions.

Students will establish norms and learn strategies for having open and honest conversations about the content of The New Jim Crow.

Tier II and III Vocabulary

bias

caste

colorblindness

hierarchy

Jim Crow

mass incarceration

stereotype

stigma

Warm Up

Write the prompts (below) on the board, and allow students time to quietly and independently respond in writing. If you have a journal procedure, use it here. Allow time for sharing and discussion.

On a scale of 0-5, how comfortable are you talking about race? Explain.
On a scale of 0-5, how comfortable are you talking about racism? Explain.

0 = I would rather not talk about race/racism.
1 = I am very uncomfortable talking about race/racism.
2 = I am usually uncomfortable talking about race/racism.
3 = I am sometimes uncomfortable talking about race/racism.
4 = I am usually comfortable talking about race/racism.
5 = I am very comfortable talking about race/racism.

Chalk Talk

Introduce students to frequently used terms in The New Jim Crow. Use this activity to assess their prior knowledge, familiarity and attitudes toward the words and their connotations.

1. Write each of the Tier II and III vocabulary words listed at the top of this lesson on a piece of chart paper. Hang the chart papers around the classroom.

2. Distribute students evenly at each chart paper. Provide each student with a marker; if possible, use the same color.

3. Tell students they will have two minutes to comment on the term by writing their knowledge, beliefs or questions on the poster. Emphasize that there are no right or wrong responses and that they will have the opportunity to learn more and discuss these terms in future lessons. This is a completely silent activity. If they wish to react or respond to what one of their peers has written, they may do so by drawing an arrow and responding in writing.

4. After two minutes, have students rotate to the chart paper on their right.

5. Repeat steps three and four until each student has commented on each term.

6. Allow some time for students to circle back through the chart papers and notice what they, as a class, have "said."

7. Explain to students that over the next several lessons they will be reading about and discussing a host of race-related facts and myths and directly discussing issues of racism in the United States. Each of the terms they see around the room will be important in those conversations and continued to be defined and debated.

8. Tell students that it is important to discuss certain things as a classroom community before starting the lessons to ensure that there is as much comfort as possible when talking about race and racism. Remind them that talking about race and racism will never feel comfortable for all people and that, in some places, everyone may not be completely safe. But your goal as their teacher is to create a classroom community of respect and support. To that end, share any insights and tools with them that you found helpful from the activities in "Preparing to Teach The New Jim Crow."

Our Words: Intent vs. Impact

1. Ask the class: "Have you ever been hurt by something someone said or did and when that person finds out they've hurt you, their response is 'I'm sorry. I didn't mean to hurt you?'" Have students share examples.

2. Explain the difference between the intent of our words and the impact of our words. Go back to the examples shared in step one, and ask students to compare the intent and the impact of words used in those situations.

3. Tell students that when we talk about racial issues, such as those that will be raised in The New Jim Crow, the way we say things to classmates can matter as much, or more, than what we mean.

4. Have student volunteers read the scenario below, as you pause to ask questions along the way.

5. Explain that in sensitive and difficult conversations we have to be mindful of the impact our words will have on others. We also have to be understanding of the fact that the way another person's words make us feel may not be what they intended.

Scenario

Apple: Wow, Basil! I'm so impressed with your presentation. You're so smart! Every time you present, I can't believe you're a product of public schools.
Pause (ask students): What is Apple's intent? What does she want to convey to Basil?
Basil: [to his peer, Luisa] I can't believe Apple would say that. I love my school! I love this city. She is so insensitive and judgmental. She should know better. I can't stand to be around her anymore.
Pause (ask students): What is the impact of Apple's comment on Basil?
Luisa: [to another peer, Jett] Did you hear what Apple said to Basil? He is so offended. Which is too bad-they were good friends. I don't think Apple meant to be insensitive.
Pause (ask students): What are the ramifications of Apple's initial comment? What is the relationship between intent and impact?
Jett: [to a new student, Leila] Everyone here is pretty cool, except for Apple. Avoid her at all costs!

Debrief with a Talking Circle

1. Gather in a circle. Locate the talking piece or, if this is the first time doing a Talking Circle, choose a talking piece.

2. Pose a question or raise a topic and then pass the talking piece around the Circle moving clockwise. Students can pass if they want. Remember, only the student holding the talking piece can speak. Others listen.

The following are some suggested questions for reflection and debriefing at this point in the lesson:

Let's talk a little about our warm-up questions. How comfortable are you talking about race? Say more about that.

What are your feelings about the eight words hanging up in our classroom?

What did you take away from our discussion of impact versus intent of our words?

How are you feeling at this point? Is there anything you would like to share?

Implicit Bias and Stereotypes

1. Explain that, in The New Jim Crow, Michelle Alexanderaddresses stereotypes that are untrue, offensive and hurtful. These ideas exist in the world and in our heads even if we don't want them to. Stereotypes can cause deep harm even if nobody actively "intends" that harm. In order to expose stereotypes and to explore how they shape our interactions with others despite our best intentions, we first have to acknowledge their existence. Our question as a class community is, how do we challenge these false assumptions together?

2. Provide students with the definition of stereotype: an exaggerated belief, image or distorted truth about a group or person-a generalization that allows for little or no individual differences or social variation. Stereotypes are based on images in mass media or reputations passed on by parents, peers and other members of society. Stereotypes can be positive or negative but are always harmful.

3. List the following identity groups on the board:

African American/Black

Asian

European American/White

Hawaiian/ Pacific Islander

Hispanic/Latino/Chicano

Jewish

Middle Eastern/Arab

Native American

4. Have students unpack stereotypes they have been taught, been told or believe about these racial and ethnic groups. Students do not have to identify if they believe the stereotype or where they learned it.

5. Use your judgment to determine how student responses will be shared. Some options are:

have a whole group discussion where students take turns reporting as you write a list of stereotypes on the board.

have students write each of their examples on sticky notes. Collect and read the examples out loud and/or post them on the board next to the list.

provide students with adhesive dots and have them mark next to the statements/stereotypes that they, too, have been taught, told or believe. This should be done in silence. The idea is to gain a sense of which stereotypes are most pervasive and dominant in your particular classroom community.

6. Explain that stereotypes such as these are sometimes expressed in racist jokes, slurs and images or through actions such as blatant discrimination or even violent hate crimes. Today, these overt and explicit kinds of racism are widely frowned upon and considered unacceptable. Most people would say they consciously reject racist attitudes and behavior.

7. Stereotypes, however, can influence our attitudes and behavior in ways that we are unconscious of. Explain this is the idea of i mplicit bias: stereotypes or biases against groups of people that may be in our heads even though we do not want them to be. Provide more definition and description of implicit bias, such as this discussion from the Kirwan Institute for the Study of Race and Ethnicity:

"Also known as implicit social cognition, implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual's awareness or intentional control. Residing deep in the subconscious, these biases are different from known biases that individuals may choose to conceal for the purposes of social and/or political correctness. Rather, implicit biases are not accessible through introspection.

The implicit associations we harbor in our subconscious cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, age, and appearance. These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages. In addition to early life experiences, the media and news programming are often-cited origins of implicit associations."

-The Kirwan Institute for the Study of Race and Ethnicity

8. Ask students what are some of the ways the stereotypes on the board could form implicit biases? Give the question context by posing the following scenarios. Have students work in small groups, or as a whole class, to discuss how the following daily interactions could be influenced by implicit bias:

A doctor doesn't ask his Latina patient if she has any questions.

A teacher assigns her only Asian student to tutor other students.

An employer places the resumes of applicants with Arabic-sounding names at the bottom of the stack.

A woman who clutches her purse when a black man enters the elevator.

9. Have students discuss the following questions in their groups or journal about them independently:

What is/are the implicit bias(es) at work in the scenario?

Would most people consider the interactions in these scenarios as racist? How could you prove it to someone?

Is it possible that the doctor, teacher, employer and woman on the elevator are unaware of their biases? Could they even hold antiracist views on a conscious level in their everyday lives?

Do you think we all have implicit biases? What are some implicit biases you and/or your classmates might hold? How could this impact your conversations about race?

10. Show a clip from an episode of "What Would You Do?" as a demonstration of how a stereotype plays out in real life. The clip shows passerby responses to a young white man, young black man, and young blonde girl stealing a bicycle. Time and time again, the vast majority of people respond differently to the bike theft depending on the identity of who is stealing the bike. Ask students:

Why were the responses so different?

Do you think the passersby were racist? Did they hold stereotypes? Implicit biases?

What would you have done?

11. Conclude by showing this short video clip about selective attention. The clip illustrates that we tend to see only what we're primed to see. In this case, we are primed to count the number of passes and completely miss the gorilla! Stereotypes operate in a similar way in forming implicit biases. Stereotypes can operate as primers and prevent us from accurately perceiving situations and people. What does it mean that our perception can be so easily fooled? In the scenarios above, what were the doctor, teacher, employer and woman on the elevator primed to see? How about the passersby at the park? In each case, what might they fail to see or understand as a result of their implicit biases?

Establishing Rules and Norms

1. Recall the start of the lesson when students shared their comfort levels when it comes to talking about race and racism. Classroom conversations need to be honest, respectful and supportive. Share with some of the strategies you will use to support students during these conversations. For instance, let them know that you will

debrief with them or allow them time to reflect on their own (e.g., talking circles and journaling).

check in with them throughout the lesson to see how they are feeling and doing (e.g., fist-to-five).

encourage them to ask for a pause when they are feeling strong emotions that prevent them from moving forward (e.g., stoplight).

introduce them to methods for communicating through strong emotions (e.g., RCRC).

2. Gather in a Talking Circle. Locate the talking piece. Pose the question, "What do you need from your classmates and teacher to have an open and honest dialogue about the information we will encounter in The New Jim Crow?" Pass the talking piece around the Circle moving clockwise. Remember, only the student holding the talking piece can speak. Others listen.

3. After the Talking Circle, draft rules and norms that everyone will adhere to as you embark upon this lesson series. Where possible, try to relate the discussion back to existing classroom rules.

Exit Ticket

Have students write a letter to themselves in which they discuss their fears and hopes for talking about The New Jim Crow with their teacher and classmates. What are they thinking that wasn't said today in class? What do they know that others might not? What do they want to learn? What do they want to share?

Guarantee that you will not read or share their letters. Provide them with envelopes that they can seal.

Have students open their letters at the end of this lesson series and give them the opportunity to write a postscript, sharing what they have learned and how they may have changed since they first wrote the letter.

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What do I need to participate in an open and honest conversation about the content of The New Jim Crow? Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism. Students willreflect on their own comfort level when talking about race.