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It's how you include everyone
in your meetings

Slido gives you everything you need to engage your participants, capture their views and make everyone feel connected - whether you're running a team call, training or an all-company meeting.

Intuitive and easy

The attendees can join without any logins or downloads, and the setup for hosts takes only minutes.

5+ polling options

With Slido's 5 types of polls, Q&A, quizzes and surveys, you can engage your participants in a variety of ways.

Get started for free

Start with our forever-free Basic plan, or get more from Slido for only €10 per month.

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Slido is the ultimate Q&A and polling platform for live and virtual meetings and events. It offers interactive Q&A, live polls and insights about your audience.

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Enrich and personalize learning

Drive student agency with tools that meet students where they are - and build skills for their future.

all editions

Make learning more personal and foster student agency

Amplify instruction with tools that simplify everyday tasks

Boost instructional time with tools purpose-built for teaching, productivity, and collaboration

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Tools designed for seamless teaching

Get creative with hundreds of apps

Hundreds of EdTech apps integrate with Classroom to spark creativity and enable more opportunities for learning.

Operate with solutions designed to gain visibility, insights, and control

Create learning environments that are easier to manage and support educators and students with connected, safer tools.

all editions

A secure, reliable, and extensible platform for school communities of all sizes

Level up your Classroom with apps

Discover a world of apps that seamlessly integrate with Chromebooks and Google Workspace for Education.

How Classroom can make a difference for you

Classroom can be learned in minutes and serves all types of learners and educators, regardless of their tech savviness. Empower educators, and encourage adoption and proficiency with new tools and techniques, with a broad range of resources.

Teachers can immediately set up classes, easily create coursework, distribute it to the whole class, and grade it efficiently and transparently.

Admins have as much control as they need while they access and analyze their data for insights and choose from a range of upgrade options for additional capabilities to fit their specific needs.

Need more information about Classroom?

Bring all of your tools together with Google Workspace for Education

Google Workspace for Education empowers your school community with easy-to-use tools that elevate teaching, learning, collaboration, and productivity - all on one secure platform.

Ready to transform your school?

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Classroom Management Tools & Resources - Google for Education

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Get started with Google Classroom, a central hub for tools and resources designed to help educators manage classrooms and enrich learning experiences.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Sadly, due to low usage, we have taken the difficult decision to close the StrawPoll.me website. We will not be able to provide access to poll data.

We apologize for the inconvenience!

We appreciate all the contributions to the Straw Poll site over the years, and encourage its users to check out the rest of the Fandom community over at Fandom.com.

(Note: Fandom is not related to https://strawpoll.com - we cannot provide support for that site.)

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Sadly, due to low usage, we have taken the difficult decision to close the StrawPoll.me website. We will not be able to provide access to poll data. We apologize for the inconvenience! We appreciate all the contributions to the Straw Poll site over the years, and encourage its users to check out the rest of the Fandom community over at Fandom.com .

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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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within Teaching Tolerance

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Our youngest students deserve a truthful, age-appropriate account of our past. These resources for elementary educators include a first-of-its-kind framework, along with student texts, teaching tools and professional development for anyone committed to teaching this hard history.

Download the K-5 Framework

Here are a few key elements of the framework and the accompanying resources:

Key Concepts
The foundation of the K-5 and 6-12 frameworks, the Key Concepts pinpoint 10 important ideas that all students must understand to truly grasp the historical significance of slavery. Explored through Essential Knowledge in the elementary grades and Summary Objectives in middle and high school teaching, the Key Concepts serve as tools educators can use to structure their teaching.

Essential Knowledge
Each of the 20 "Essential Knowledge" sections identifies an age-appropriate understanding for students to reach and outlines additional information that will help them get there. It also offers recommendations for supporting student learning. Essential Knowledge items 1-10 are designed for K-2 students, and items 11-20 are designed for students in grades 3-5.

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Our youngest students deserve a truthful, age-appropriate account of our past. These resources for elementary educators include a first-of-its-kind framework, along with student texts, teaching tools and professional development for anyone committed to teaching this hard history.

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The world’s largest library. View historic photos, maps, books and more. Contact experts for help with research. Plan a visit. Home of U.S. Copyright Office.

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

High School Social Studies Teacher, Portland, Ore.

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

By Ursula Wolfe-Rocca

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

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

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

-Howard Zinn

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Zinn Education Project: Teaching People's History

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

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Young people are looking for ways to make sense of our current political moment and resist injustice. Students need the opportunity to learn the history of people's movements in order to deepen their protests into organizing that can win real change. To help introduce a history of resistance, Teaching for Change has created Resistance 101, a lesson for middle and high school classes... Read more.

Civil Rights Teaching

Teaching About Selma: We share here interactive lessons and recommended resources that invite students to step into the history and think critically and creatively about the continued fight for justice today.

Teaching About Freedom Schools: The Freedom Schools of the 1960s were part of a long line of efforts to liberate people from oppression using the tool of popular education.

Teaching About 1963: To support teaching the modern Civil Rights Movement beyond "I Have a Dream," Teaching for Change recommends teaching about the 1963 events that shed light on the everyday people who organized in their communities to struggle for freedom and justice.

All too often in the midst of reporting on Haiti, we hear that the country is the poorest nation in the Western Hemisphere without the infrastructure to deal with disaster. But little explanation is provided as to why, leaving students to assume it must be the fault of the people there. Nor do we hear of the strong grassroots Haitian organizations. It is important for students to gain a deeper understanding of the history and the roots of the poverty in Haiti. The U.S has been involved with Haiti for centuries, yet it has received little attention... Read more.

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Featured Lessons & Resources - Teaching for Change

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Resistance 101: A Lesson for Inauguration Teach-Ins and Beyond Civil Rights Teaching Teaching About Selma: We share here interactive lessons and recommended resources that invite students to step into the history and think critically and creatively about the continued fight for justice today.

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Finding Primary Sources for Teachers and Students

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Finding Primary Sources Primary Sources from DocsTeach Thousands of online primary source documents from the National Archives to bring the past to life as classroom teaching tools. National Archives Catalog Find online primary source materials for classroom & student projects from the National Archive's online catalog (OPA).

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Access thousands of primary sources - letters, photographs, speeches, posters, maps, videos, and other document types - spanning the course of American history. We're always adding more!

Borrow from an ever-expanding collection of document-based activities created by the National Archives, and teachers around the world. Copy and modify activities for your students.

Create your own activities using the online tools. It's as simple as: (1) selecting a tool, (2) choosing your primary sources, and (3) customizing instructions. Learn more >

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Access thousands of primary sources - letters, photographs, speeches, posters, maps, videos, and other document types - spanning the course of American history. We're always adding more! Borrow from an ever-expanding collection of document-based activities created by the National Archives, and teachers around the world. Copy and modify activities for your students.

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History Matters: The U.S. Survey Course on the Web

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Designed for high school and college teachers and students, History Matters serves as a gateway to web resources and offers other useful materials for teaching U.S. history. (more on this site)

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Support for Smithsonian's History Explorer is provided by the Verizon Foundation

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Civil Rights Movement

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Film Description

Produced by Blackside, Eyes on the Prize tells the definitive story of the civil rights era from the point of view of the ordinary men and women whose extraordinary actions launched a movement that changed the fabric of American life, and embodied a struggle whose reverberations continue to be felt today. Winner of numerous Emmy Awards, a George Foster Peabody Award, an International Documentary Award, and a Television Critics Association Award, Eyes on the Prize is the most critically acclaimed documentary on civil rights in America.

Eyes on the Prize recounts the fight to end decades of discrimination and segregation. It is the story of the people - young and old, male and female, northern and southern - who, compelled by a meeting of conscience and circumstance, worked to eradicate a world where whites and blacks could not go to the same school, ride the same bus, vote in the same election, or participate equally in society. It was a world in which peaceful demonstrators were met with resistance and brutality - in short, a reality that is now nearly incomprehensible to many young Americans.

Through contemporary interviews and historical footage, Eyes on the Prize traces the civil rights movement from the Montgomery bus boycott to the Voting Rights Act; from early acts of individual courage through the flowering of a mass movement and its eventual split into factions. Julian Bond, political leader and civil rights activist, narrates.

The driving force behind Eyes on the Prize and Blackside, Henry Hampton (1940-1998) won numerous awards for this landmark series including the duPont-Columbia Gold Baton, the Peabody Award, and Academy Award nominations. He set out to share his vision of what he called "the remarkable human drama that was the Civil Rights Movement" through the Eyes on the Prizedocumentary and a book of the same title by Juan Williams. In recent years, a number of key figures who appear in the films (including the Reverend Ralph Abernathy, a leader of the Montgomery bus boycott; Coretta Scott King, wife of slain civil rights leader Martin Luther King, and an activist in her own right; Kwame Ture, also known as Stokely Carmichael, leader of the Student Nonviolent Coordinating Committee; and George Wallace, the 1960s Alabama governor who resisted integration) have died, making this record of their testimony all the more valuable.

Programs in the series:

Awakenings (1954-1956)
Individual acts of courage inspire black Southerners to fight for their rights: Mose Wright testifies against the white men who murdered young Emmett Till, and Rosa Parks refuses to give up her bus seat to a white man in Montgomery, Alabama.

Fighting Back (1957-1962)
States' rights loyalists and federal authorities collide in the 1957 battle to integrate Little Rock's Central High School, and again in James Meredith's 1962 challenge to segregation at the University of Mississippi. Both times, a Southern governor squares off with a U.S. president, violence erupts - and integration is carried out.

Ain't Scared of Your Jails (1960-1961)
Black college students take a leadership role in the civil rights movement as lunch counter sit-ins spread across the South. "Freedom Riders" also try to desegregate interstate buses, but they are brutally attacked as they travel.

No Easy Walk (1961-1963)
The civil rights movement discovers the power of mass demonstrations as the Rev. Martin Luther King, Jr. emerges as its most visible leader. Some demonstrations succeed; others fail. But the triumphant March on Washington, D.C., under King's leadership, shows a mounting national support for civil rights. President John F. Kennedy proposes the Civil Rights Act.

Mississippi: Is This America? (1963-1964)
Mississippi's grass-roots civil rights movement becomes an American concern when college students travel south to help register black voters and three activists are murdered. The Mississippi Freedom Democratic Party challenges the regular Mississippi delegation at the Democratic Convention in Atlantic City.

Bridge to Freedom (1965)
A decade of lessons is applied in the climactic and bloody march from Selma to Montgomery, Alabama. A major victory is won when the federal Voting Rights Bill passes, but civil rights leaders know they have new challenges ahead.

The Time Has Come (1964-66)
After a decade-long cry for justice, a new sound is heard in the civil rights movement: the insistent call for power. Malcolm X takes an eloquent nationalism to urban streets as a younger generation of black leaders listens. In the South, Stokely Carmichael and the Student Nonviolent Coordinating Committee (SNCC) move from "Freedom Now!" to "Black Power!" as the fabric of the traditional movement changes.

Two Societies (1965-68)
Martin Luther King, Jr. and the Southern Christian Leadership Conference (SCLC) come north to help Chicago's civil rights leaders in their nonviolent struggle against segregated housing. Their efforts pit them against Chicago's powerful mayor, Richard Daley. When a series of marches through all-white neighborhoods draws violence, King and Daley negotiate with mixed results. In Detroit, a police raid in a black neighborhood sparks an urban uprising that lasts five days, leaving 43 people dead. The Kerner Commission finds that America is becoming "two societies, one black, one white, separate and unequal." President Lyndon Johnson, who appointed the commission, ignores the report.

Power! (1966-68)
The call for Black Power takes various forms across communities in black America. In Cleveland, Carl Stokes wins election as the first black mayor of a major American city. The Black Panther Party, armed with law books, breakfast programs, and guns, is born in Oakland. Substandard teaching practices prompt parents to gain educational control of a Brooklyn school district but then lead them to a showdown with New York City's teachers' union.

Power! (1966-68)
The call for Black Power takes various forms across communities in black America. In Cleveland, Carl Stokes wins election as the first black mayor of a major American city. The Black Panther Party, armed with law books, breakfast programs, and guns, is born in Oakland. Substandard teaching practices prompt parents to gain educational control of a Brooklyn school district but then lead them to a showdown with New York City's teachers' union.

The Promised Land (1967-68)
Martin Luther King stakes out new ground for himself and the rapidly fragmenting civil rights movement. One year before his death, he publicly opposes the war in Vietnam. His Southern Christian Leadership Conference (SCLC) embarks on an ambitious Poor People's Campaign. In the midst of political organizing, King detours to support striking sanitation workers in Memphis, where he is assassinated. King's death and the failure of his final campaign mark the end of a major stream of the movement.

Ain't Gonna Shuffle No More (1964-72)
A call to pride and a renewed push for unity galvanize black America. World heavyweight champion Cassius Clay challenges America to accept him as Muhammad Ali, a minister of Islam who refuses to fight in Vietnam. Students at Howard University in Washington, D.C., fight to bring the growing black consciousness movement and their African heritage inside the walls of this prominent black institution. Black elected officials and community activists organize the National Black Political Convention in Gary, Indiana, in an attempt to create a unified black response to growing repression against the movement.

A Nation of Law? (1968-71)
Black activism is increasingly met with a sometimes violent and unethical response from local and federal law enforcement agencies. In Chicago, two Black Panther Party leaders are killed in a pre-dawn raid by police acting on information supplied by an FBI informant. In the wake of President Nixon's call to "law and order," stepped-up arrests push the already poor conditions at New York's Attica State Prison to the limit. A five-day inmate takeover calling the public's attention to the conditions leaves 43 men dead: four killed by inmates, 39 by police.

The Keys to the Kingdom (1974-80)
In the 1970s, antidiscrimination legal rights gained in past decades by the civil rights movement are put to the test. In Boston, some whites violently resist a federal court school desegregation order. Atlanta's first black mayor, Maynard Jackson, proves that affirmative action can work, but the Bakke Supreme Court case challenges that policy.

Back to the Movement (1979-mid 80s)
Power and powerlessness. Miami's black community - pummeled by urban renewal, a lack of jobs, and police harassment - explodes in rioting. But in Chicago, an unprecedented grassroots movement triumphs. Frustrated by decades of unfulfilled promises made by the city's Democratic political machine, reformers install Harold Washington as Chicago's first black mayor.

Martin Luther King stakes out new ground for himself and the rapidly fragmenting civil rights movement. One year before his death, he publicly opposes the war in Vietnam. His Southern Christian Leadership Conference (SCLC) embarks on an ambitious Poor People's Campaign. In the midst of political organizing, King detours to support striking sanitation workers in Memphis, where he is assassinated. King's death and the failure of his final campaign mark the end of a major stream of the movement.

Ain't Gonna Shuffle No More (1964-72)
A call to pride and a renewed push for unity galvanize black America. World heavyweight champion Cassius Clay challenges America to accept him as Muhammad Ali, a minister of Islam who refuses to fight in Vietnam. Students at Howard University in Washington, D.C., fight to bring the growing black consciousness movement and their African heritage inside the walls of this prominent black institution. Black elected officials and community activists organize the National Black Political Convention in Gary, Indiana, in an attempt to create a unified black response to growing repression against the movement.

A Nation of Law? (1968-71)
Black activism is increasingly met with a sometimes violent and unethical response from local and federal law enforcement agencies. In Chicago, two Black Panther Party leaders are killed in a pre-dawn raid by police acting on information supplied by an FBI informant. In the wake of President Nixon's call to "law and order," stepped-up arrests push the already poor conditions at New York's Attica State Prison to the limit. A five-day inmate takeover calling the public's attention to the conditions leaves 43 men dead: four killed by inmates, 39 by police.

The Keys to the Kingdom (1974-80)
In the 1970s, antidiscrimination legal rights gained in past decades by the civil rights movement are put to the test. In Boston, some whites violently resist a federal court school desegregation order. Atlanta's first black mayor, Maynard Jackson, proves that affirmative action can work, but the Bakke Supreme Court case challenges that policy.

Back to the Movement (1979-mid 80s)
Power and powerlessness. Miami's black community - pummeled by urban renewal, a lack of jobs, and police harassment - explodes in rioting. But in Chicago, an unprecedented grassroots movement triumphs. Frustrated by decades of unfulfilled promises made by the city's Democratic political machine, reformers install Harold Washington as Chicago's first black mayor.

Credits

The landmark series Eyes on the Prize, produced by Blackside and first broadcast in 1987, is a special presentation of the award-winning PBS history series, American Experience.
Access the complete program credits here
Awakenings (1954-1956)
Individual acts of courage inspire black Southerners to fight for their rights: Mose Wright testifies against the white men who murdered young Emmett Till, and Rosa Parks refuses to give up her bus seat to a white man in Montgomery, Alabama.

Fighting Back (1957-1962)
States' rights loyalists and federal authorities collide in the 1957 battle to integrate Little Rock's Central High School, and again in James Meredith's 1962 challenge to segregation at the University of Mississippi. Both times, a Southern governor squares off with a U.S. president, violence erupts - and integration is carried out.

Ain't Scared of Your Jails (1960-1961)
Black college students take a leadership role in the civil rights movement as lunch counter sit-insspread across the South. "Freedom Riders" also try to desegregate interstate buses, but they are brutally attacked as they travel.

No Easy Walk (1961-1963)
The civil rights movement discovers the power of mass demonstrations as the Rev. Martin Luther King, Jr. emerges as its most visible leader. Some demonstrations succeed; others fail. But the triumphant March on Washington, D.C., under King's leadership, shows a mounting national support for civil rights. President John F. Kennedy proposes the Civil Rights Act.

Mississippi: Is This America? (1963-1964)
Mississippi's grass-roots civil rights movement becomes an American concern when college students travel south to help register black voters and three of them are murdered. The Mississippi Freedom Democratic Party challenges the regular Mississippi delegation at the Democratic Convention in Atlantic City.

Bridge to Freedom (1965)
A decade of lessons is applied in the climactic and bloody march from Selma to Montgomery, Alabama. A major victory is won when the federal Voting Rights Bill passes, but civil rights leaders know they have new challenges ahead.

The Time Has Come (1964-66)
After a decade-long cry for justice, a new sound is heard in the civil rights movement: the insistent call for power. Malcolm X takes an eloquent nationalism to urban streets as a younger generation of black leaders listens. In the South, Stokely Carmichael and the Student Nonviolent Coordinating Committee (SNCC) move from "Freedom Now!" to "Black Power!" as the fabric of the traditional movement changes.

Two Societies (1965-68)
Martin Luther King, Jr. and the Southern Christian Leadership Conference (SCLC) come north to help Chicago's civil rights leaders in their nonviolent struggle against segregated housing. Their efforts pit them against Chicago's powerful mayor, Richard Daley. When a series of marches through all-white neighborhoods draws violence, King and Daley negotiate with mixed results. In Detroit, a police raid in a black neighborhood sparks an urban uprising that lasts five days, leaving 43 people dead. The Kerner Commission finds that America is becoming "two societies, one black, one white, separate and unequal." President Lyndon Johnson, who appointed the commission, ignores the report.

Power! (1966-68)
The call for Black Power takes various forms across communities in black America. In Cleveland, Carl Stokes wins election as the first black mayor of a major American city. The Black Panther Party, armed with law books, breakfast programs, and guns, is born in Oakland. Substandard teaching practices prompt parents to gain educational control of a Brooklyn school district but then lead them to a showdown with New York City's teachers' union.

The Promised Land (1967-68)
Martin Luther King stakes out new ground for himself and the rapidly fragmenting civil rights movement. One year before his death, he publicly opposes the war in Vietnam. His Southern Christian Leadership Conference (SCLC) embarks on an ambitious Poor People's Campaign. In the midst of political organizing, King detours to support striking sanitation workers in Memphis, where he is assassinated. King's death and the failure of his final campaign mark the end of a major stream of the movement.

Ain't Gonna Shuffle No More (1964-72)
A call to pride and a renewed push for unity galvanize black America. World heavyweight champion Cassius Clay challenges America to accept him as Muhammad Ali, a minister of Islam who refuses to fight in Vietnam. Students at Howard University in Washington, D.C., fight to bring the growing black consciousness movement and their African heritage inside the walls of this prominent black institution. Black elected officials and community activists organize the National Black Political Convention in Gary, Indiana, in an attempt to create a unified black response to growing repression against the movement.

A Nation of Law? (1968-71)
Black activism is increasingly met with a sometimes violent and unethical response from local and federal law enforcement agencies. In Chicago, two Black Panther Party leaders are killed in a pre-dawn raid by police acting on information supplied by an FBI informant. In the wake of President Nixon's call to "law and order," stepped-up arrests push the already poor conditions at New York's Attica State Prison to the limit. A five-day inmate takeover calling the public's attention to the conditions leaves 43 men dead: four killed by inmates, 39 by police.

The Keys to the Kingdom (1974-80)
In the 1970s, antidiscrimination legal rights gained in past decades by the civil rights movement are put to the test. In Boston, some whites violently resist a federal court school desegregation order. Atlanta's first black mayor, Maynard Jackson, proves that affirmative action can work, but the Bakke Supreme Court case challenges that policy.

Back to the Movement (1979-mid 80s)
Power and powerlessness. Miami's black community - pummelled by urban renewal, a lack of jobs, and police harassment - explodes in rioting. But in Chicago, an unprecedented grassroots movement triumphs. Frustrated by decades of unfulfilled promises made by the city's Democratic political machine, reformers install Harold Washington as Chicago's first black mayor.

Transcript

The landmark series Eyes on the Prize, produced by Blackside and first broadcast in 1987, is a special presentation of the award-winning PBS history series, American Experience.
Access the complete program transcripts here
Awakenings (1954-1956)
Individual acts of courage inspire black Southerners to fight for their rights: Mose Wright testifies against the white men who murdered young Emmett Till, and Rosa Parks refuses to give up her bus seat to a white man in Montgomery, Alabama.

Fighting Back (1957-1962)
States' rights loyalists and federal authorities collide in the 1957 battle to integrate Little Rock's Central High School, and again in James Meredith's 1962 challenge to segregation at the University of Mississippi. Both times, a Southern governor squares off with a U.S. president, violence erupts - and integration is carried out.

Ain't Scared of Your Jails (1960-1961)
Black college students take a leadership role in the civil rights movement as lunch counter sit-insspread across the South. "Freedom Riders" also try to desegregate interstate buses, but they are brutally attacked as they travel.

No Easy Walk (1961-1963)
The civil rights movement discovers the power of mass demonstrations as the Rev. Martin Luther King, Jr. emerges as its most visible leader. Some demonstrations succeed; others fail. But the triumphant March on Washington, D.C., under King's leadership, shows a mounting national support for civil rights. President John F. Kennedy proposes the Civil Rights Act.

Mississippi: Is This America? (1963-1964)
Mississippi's grass-roots civil rights movement becomes an American concern when college students travel south to help register black voters and three of them are murdered. The Mississippi Freedom Democratic Party challenges the regular Mississippi delegation at the Democratic Convention in Atlantic City.

Bridge to Freedom (1965)
A decade of lessons is applied in the climactic and bloody march from Selma to Montgomery, Alabama. A major victory is won when the federal Voting Rights Bill passes, but civil rights leaders know they have new challenges ahead.

The Time Has Come (1964-66)
After a decade-long cry for justice, a new sound is heard in the civil rights movement: the insistent call for power. Malcolm X takes an eloquent nationalism to urban streets as a younger generation of black leaders listens. In the South, Stokely Carmichael and the Student Nonviolent Coordinating Committee (SNCC) move from "Freedom Now!" to "Black Power!" as the fabric of the traditional movement changes.

Two Societies (1965-68)
Martin Luther King, Jr. and the Southern Christian Leadership Conference (SCLC) come north to help Chicago's civil rights leaders in their nonviolent struggle against segregated housing. Their efforts pit them against Chicago's powerful mayor, Richard Daley. When a series of marches through all-white neighborhoods draws violence, King and Daley negotiate with mixed results. In Detroit, a police raid in a black neighborhood sparks an urban uprising that lasts five days, leaving 43 people dead. The Kerner Commission finds that America is becoming "two societies, one black, one white, separate and unequal." President Lyndon Johnson, who appointed the commission, ignores the report.

Power! (1966-68)
The call for Black Power takes various forms across communities in black America. In Cleveland, Carl Stokes wins election as the first black mayor of a major American city. The Black Panther Party, armed with law books, breakfast programs, and guns, is born in Oakland. Substandard teaching practices prompt parents to gain educational control of a Brooklyn school district but then lead them to a showdown with New York City's teachers' union.

The Promised Land (1967-68)
Martin Luther King stakes out new ground for himself and the rapidly fragmenting civil rights movement. One year before his death, he publicly opposes the war in Vietnam. His Southern Christian Leadership Conference (SCLC) embarks on an ambitious Poor People's Campaign. In the midst of political organizing, King detours to support striking sanitation workers in Memphis, where he is assassinated. King's death and the failure of his final campaign mark the end of a major stream of the movement.

Ain't Gonna Shuffle No More (1964-72)
A call to pride and a renewed push for unity galvanize black America. World heavyweight champion Cassius Clay challenges America to accept him as Muhammad Ali, a minister of Islam who refuses to fight in Vietnam. Students at Howard University in Washington, D.C., fight to bring the growing black consciousness movement and their African heritage inside the walls of this prominent black institution. Black elected officials and community activists organize the National Black Political Convention in Gary, Indiana, in an attempt to create a unified black response to growing repression against the movement.

A Nation of Law? (1968-71)
Black activism is increasingly met with a sometimes violent and unethical response from local and federal law enforcement agencies. In Chicago, two Black Panther Party leaders are killed in a pre-dawn raid by police acting on information supplied by an FBI informant. In the wake of President Nixon's call to "law and order," stepped-up arrests push the already poor conditions at New York's Attica State Prison to the limit. A five-day inmate takeover calling the public's attention to the conditions leaves 43 men dead: four killed by inmates, 39 by police.

The Keys to the Kingdom (1974-80)
In the 1970s, antidiscrimination legal rights gained in past decades by the civil rights movement are put to the test. In Boston, some whites violently resist a federal court school desegregation order. Atlanta's first black mayor, Maynard Jackson, proves that affirmative action can work, but the Bakke Supreme Court case challenges that policy.

Back to the Movement (1979-mid 80s)
Power and powerlessness. Miami's black community - pummelled by urban renewal, a lack of jobs, and police harassment - explodes in rioting. But in Chicago, an unprecedented grassroots movement triumphs. Frustrated by decades of unfulfilled promises made by the city's Democratic political machine, reformers install Harold Washington as Chicago's first black mayor.

# data[].attributes.attachment_link.title
Eyes on the Prize | American Experience | PBS

# data[].attributes.attachment_link.description
Eyes on the Prize is an award-winning 14-hour television that covers all of the major events of the civil rights movement from 1954-1985., including the Montgomery bus boycott in 1954 to the Voting Rights Act in 1965.

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The struggle for racial equality in the 1950s and 1960s is among the most far-reaching social movements in the nation's history, and it represents a crucial step in the evolution of American democracy. The Civil Rights Digital Library promotes an enhanced understanding of the Movement by helping users discover primary sources and other educational materials from libraries, archives, museums, public broadcasters, and others on a national scale. The CRDL features a collection of unedited news film from the WSB (Atlanta) and WALB (Albany, Ga.) television archives held by the Walter J. Brown Media Archives and Peabody Awards Collection at the University of Georgia Libraries. The CRDL provides educator resources and contextual materials, including Freedom on Film, relating instructive stories and discussion questions from the Civil Rights Movement in Georgia, and the New Georgia Encyclopedia, delivering engaging online articles and multimedia.

CRDL is a partnership among librarians, technologists, archivists, educators, scholars, academic publishers, and public broadcasters. The initiative receives support through a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services.

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Welcome to the Civil Rights Digital Library

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The struggle for racial equality in the 1950s and 1960s is among the most far-reaching social movements in the nation's history, and it represents a crucial step in the evolution of American democracy. The Civil Rights Digital Library promotes an enhanced understanding of the Movement by helping users discover primary sources and other educational materials from libraries, archives, museums, public broadcasters, and others on a national scale.

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Archives of Japanese-American internment (WWII)

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Densho: Japanese American Incarceration and Japanese Internment

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120,000 Japanese Americans were unjustly incarcerated during World War II. Learn about this unprecedented denial of civil liberties and why it still matters today.

Learn about Japanese American history and the legacy of WWII incarceration by exploring personal stories from those who lived through it.

History doesn't repeat itself, but it often rhymes. Join us in putting the lessons of Japanese American WWII incarceration into action today.

Densho Content Director Brian Niiya answers a question about the origin of the concentration camps where Japanese Americans were imprisoned during World War II.

Percussionist, composer, and interdisciplinary artist Paul Kikuchi speaks with Densho Community Curator Erin Shigaki about the influences of his ancestors, identity, and community on his art. Kikuchi shares, "How easily...

Thank you to everyone who tuned in on October 5 for Densho's 2023 virtual fundraiser, Our Voices Will Not Be Silenced!

Stay Informed: Join The Mailing List

Campu: A Podcast

Campu weaves together the voices of survivors to spin narratives out of the seemingly mundane things that gave shape to the incarceration experience: rocks, fences, food, paper. Follow along as hosts Hana and Noah Maruyama move far beyond the standard Japanese American incarceration 101 and into more intimate and lesser-known corners of this history.

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Densho: Japanese American Incarceration and Japanese Internment

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Preserving Japanese American stories of the past for the generations of tomorrow.

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The Oregon Encyclopedia of History and Culture provides definitive, authoritative information written in accessible and literate language about the State of Oregon, including significant individuals, places, institutions, events, peoples, and artistic expressions.

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Child labor in the U.S.

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Featuring the original photo captions by Lewis W. Hine

About these Photos

Faces of Lost Youth

- Out after midnight selling extras. There were many young boys selling very late. Youngest boy in the group is 9 years old. Harry, age 11, Eugene and the rest were a little older. Washington, D.C. Left Mid - Newsboy asleep on stairs with papers. Jersey City, New Jersey. Right - Michael McNelis, age 8, a newsboy [with photographer Hine]. This boy has just recovered from his second attack of pneumonia. Was found selling papers in a big rain storm. Philadelphia, Pennsylvania.

- Young cigar makers in Engelhardt & Co. Three boys looked under 14. Labor leaders told me in busy times many small boys and girls were employed. Youngsters all smoke. Tampa, Florida. Left Mid - Boys in the packing room at the Brown Mfg. Co. Evansville, Indiana. Right - Willie, a Polish boy, taking his noon rest in a doffer box at the Quidwick Co. Mill. Anthony, Rhode Island.

- After 9 p.m., 7-year-old Tommie Nooman demonstrating the advantages of the Ideal Necktie Form in a store window on Pennsylvania Avenue in Washington, D.C. His father said, "He is the youngest demonstrator in America. Has been doing it for several years from San Francisco to New York. We stay a month or six weeks in a place. He works at it off and on." Remarks from the bystanders were not having the best effect on Tommie. Left Mid - Joseph Severio, peanut vender, age 11 [seen with photographer Hine]. Been pushing a cart 2 years. Out after midnight on May 21, 1910. Ordinarily works 6 hours per day. Works of his own volition. All earnings go to his father. Wilmington, Delaware. Right - In business for himself. Boston, Massachusetts.

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The History Place - Child Labor in America: Investigative Photos of Lewis Hine

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Featuring the original photo captions by Lewis W. Hine About these Photos Faces of Lost Youth - Out after midnight selling extras. There were many young boys selling very late. Youngest boy in the group is 9 years old. Harry, age 11, Eugene and the rest were a little older.

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"As Indigenous Peoples, we recognize, honour and respect Water as a sacred and powerful gift from the Creator. Water, the first living spirit on this earth, gives life to all creation. Water, powerful and pristine, is the lifeblood that sustains life for all peoples, lands and creation. We know that by listening to the songs of the Water, all creation will continue to breathe. Our knowledge, laws and ways of life teach us to be responsible at all times in caring for this sacred gift that connects all life." - Musqueam Territory Elder
Background information

Water is the most life-sustaining gift on Mother Earth and is the interconnection among all living beings. Water sustains us, flows between us, flows within us, and replenishes us. Water is the blood of Mother Earth and, as such, cleanses not only herself, but all living things. (AFN, 2018) Settler society and Aboriginal conceptions of water rights differ in many respects. At common law, water could not be owned but riparian doctrines have, in the past, maintained this practice through the appropriation of Indigenous lands. (Murphy, 2015) Aboriginal conceptions of water usually deem waters to be sacred givers of life. Water must be shared respectfully without any use being paramount. The use of water for sacred purposes, hunting and fishing, transportation, recreation, and domestic consumption is a shared responsibility, and must address current needs, the needs of the land and future generations. The use of waters is governed by a natural law, by which the taking of waters without due regard to the environment and the needs of current and future generations can only lead to disaster. Aboriginal peoples see themselves as caretakers with responsibilities to preserve water and life. (Laidlaw, 2010)

Aboriginal Rights/Responsibilities to Water: Do they still Exist?

Aboriginal people were here first. Water rights in Aboriginal conceptions flow from their use and occupation of their traditional lands from time immemorial. Waters were not separable from the land and the rights to water have long been asserted by Aboriginal peoples as part of their rights to live on their lands. The difficulty faced by Aboriginal peoples in seeking recognition of their water rights is that there has never been a court ruling in Canada that has unequivocally established or denied Aboriginal rights to water. (Laidlaw, 2010) The Supreme Court of Canada has described Aboriginal title as a right in "land" that gives Aboriginal peoples the right to exclusive use, occupation, and possession of the land for a broad range of purposes. In the seminal case of Delgamuukw v. British Columbia, 13 Chief Justice Lamer for the majority described common law Aboriginal title as follows: "(...) the content of aboriginal title can be summarized by two propositions: first, that aboriginal title encompasses the right to exclusive use and occupation of the land held pursuant to that title for a variety of purposes, which need not be aspects of those aboriginal practices, customs and traditions which are integral to distinctive aboriginal cultures; and second, that those protected uses must not be irreconcilable with the nature of the group's attachment to that land." (Laidlaw, 2010)

Lesson 2: Respecting Water

Grade: K-2 (Science, Social Studies, Art)

Topic: Learning basic information about respecting water and issues around it

Time: 30 min/day over the course of two days

Space requirement: Classroom

Materials: Chart paper, markers, water, Smartboard or computer and projector, collection of magazines for collage, 8" x 11" white paper, glue, scissors, blue food colouring, vegetable oil, cocoa powder, cotton balls, plastic ocean animals, small rocks/stones, a sponge, a spoon, and paper towels.

Objectives: Students will be introduced to the First Nations' worldview (including water pollution/protecting source water) on water and the importance of respecting and taking care of it.

Keywords: Conservation, Preservation, Water Use, Sacred, Pollution, Respect, Water is Life

Directions/Procedures:

Day 1

1. The teacher and students discuss what "respect" means. (You think about others' feelings before you act. You are nice. You share. You listen. You help people.)

2. Teacher will fill two containers with water. Have a jar of dirt beside one container. Ask students to tell you what is in the container and ask them what is going to happen when you put the dirt into the container. The teacher will then add dirt to one container only. Place both containers in front of the class and ask them a series of questions to stimulate thought.
Questions could include: Who can tell me what these are? Why is one dirty and one not? For what do you use clean water? Is dirty water harmful? How do First Nations people view water? Are First Nations people concerned about the water? How does water get dirty? Although they may not have the answers, the point is to get them to think about what is to come.

3. Next, if you are teaching kindergarten or grade 1 have the students watch a three-minute video that is a cartoon on the topic of water pollution/effects of human on water/why water should be respected. If you are teaching grade 2 students have them watch an eight-minute video about a young female water activist (Autumn Peltier) from Ontario.
Cartoon - Water Pollution https://www.youtube.com/watch?v=93BqLewm3bA - Kindergarten/Grade 1 video
Autumn Peltier YouTube video: https://www.youtube.com/watch?v=xqdE_7OZaqE - Grade 2 video

4. Have a conversation about the content of the videos. Have students summarize as a group what the video showed.
(The cartoon showed a boy being afraid to go into the water, then a larger boy pushing him in. Then, it explained that water pollution is contamination of water sources and, due to human activities, our water is being increasingly polluted. Waste from industries is also put into the water and pollutes the water. If we drink this polluted water, we could get very sick. The pollution also harms fish. We need to not pollute the water. Sewage and industrial wastewater should be treated before it is put in source water.)
(The Autumn Peltier video showed how First Nations people perform a water ceremony to pray for it, that hopefully one day the water is clean. Autumn Peltier is one of Canada's youngest water protectors; she is driven by the ceremony and tradition of her Elders, and maybe even by a calling. She is 13 and she has become a visible activist for safe drinking water and clean waterways for Indigenous Peoples. She said that learning that there are First Nations communities that can't drink their water and it's contaminated because of pollution and pipelines breaking really affected her. Her mother Stephanie has worked to make sure her daughters are raised with a deep sense of identity and Anishinaabe teachings. Her mom thinks that people listen to her in a different way. Autumn said that Mother Earth has been surviving for millions of years without us, and it's taken less than a century to destroy her, and Mother Earth doesn't need us, but we need her. She was nominated for the Children's International Peace Prize in 2017. She is asked to speak in Canada and around the world and she had one overwhelming meeting with the Prime Minister - she said to him that she's very unhappy with the choices he made and the broken promises to her people. The federal government has committed more money to end long-term boil water advisories across the country by 2021. She's being bullied, likely because of jealousy. The bullying almost made her feel like quitting. She is going to speak to world leaders at the United Nations. She said that she's going to keep doing the work for the rest of her life and hopes that there will be a change.)

5. Discuss conservation, preservation, the Sacredness of Water to First Nations People, water pollution, and the effects of water pollution with the students.

6. Attach three chart papers to the front of the class.

7. Write "Water is Life" at the top of the first chart paper, write "Pollution" at the top of the second chart paper, write "What can we do about it?" at the top of the third chart paper.

8. Brainstorm about each topic ("Water is Life", "Pollution" and "What can we do about it?") as a class. This will help the students gather ideas that will help them during their collage activity.

9. Hand out 8" x 11" paper, scissors, glue, and magazines to students. Instruct students to look at the chart papers on the board. Let them know these are ideas they should use when making their "Water is Life" collage. This collage will be about the good that they want to see their water world be. Prompt them to think about the good that can result from us taking action to conserve and preserve the water. If they want, they can choose to make a collage about pollution instead and find picture of things that cause pollution. The point here is to see whether students understand how to distinguish between protecting and polluting and to see whether they understand how to respect the water from a First Nations perspective.

Day 2 - Interactive Hands-on Activity

This will be a simple demonstration of how humans can have an effect on water resources by polluting the water. It also gives the students a strong visual of the effects of water pollution. During this activity, the teacher can use guided questions (For example, If the water disappeared would anything survive? Is it important to take care of the water? What would happen if this clean water became polluted? Etc.).

1. First, you will need a container that is large enough to hold 4L of water (you might want to use two or three containers if you have a large class). This can be anything that can hold water (garbage can, pail, etc.), but a clear container would be preferable. In addition, you will need to create "crude oil" by mixing about 30 mL of vegetable oil and a small amount of cocoa powder in a small, airtight container.

2. Put 4L of water in the container (or in each container if you are using more than one - repeat all of the steps with each container).

3. Put a couple of drops of blue food colouring in the water and mix the water with the spoon.

4. Ask the students to create their ocean habitat using the rocks and plastic animals.

5. Ask the students what will happen if you slowly drop in a little "crude oil" (vegetable oil and cocoa mixture) at a time. (For example, Will the drops stay together or will it all mix in with the water? Will it sink? Will it float on the surface of the water?) Put a little bit of the "crude oil" in the water, have students describe what they see. Put a little bit of the "crude oil" in the water several more times, continuing to have students state their observations.

6. Provide the students with the spoon, a sponge, cotton balls, and paper towels. Inform the students that the "crude oil" is actually just vegetable oil and cocoa powder and is, in fact, entirely safe. Discuss with them which item (spoon, sponge, cotton balls, and paper towels) or combination of items they think would be the best to use to clean up the "oil spill". Have the students take turns, one at a time, trying to clean up the "oil spill" while the others state their observations.

7. Ask students what they think would happen if birds or other animals were in the water when there was an oil spill. Could the animals be cleaned up? (Dawn dish soap can be used to rescue animals, but obviously, it is best for the water and the animals to not be polluted!)

Evaluation: Can be based on their participation in the activity, their effort, their collage (creativity, etc.) and their ability to grasp the concept that water is life, respecting our water, and how polluting is not good for the water.

Resources

Assembly of First Nations. (2018). Honouring our Water. Retrieved from http://www.afn.ca/honoring-water/

CBC News: The National. (2018).The teen fighting to protect Canada's water - meet Autumn Peltier. Retrieved h ttps://www.youtube.com/watch?v=xqdE_7OZaqE

How to Completely Change the Way Your Kids Think About Pollution. (n.d.). Retrieved from
https://moretime2teach.com/change-the-way-your-kids-think-about-pollution/

Laidlaw, D. Passelac-Ross, M. (2010). Water Rights and Water Stewardship: What about Aboriginal People? Canadian Institute of Resources Law. Retrieved from https://dspace.ucalgary.ca/bitstream/handle/1880/47784/Resources107.pdf;jsessionid=1EF4091A8E446611E3B05FE03C16C2E0?sequence=1

Making Waves: Battle for the Great Lakes. (2016). Retrieved from https://www.youtube.com/watch?v=__walysaep0 Note: A dead bird can be seen from 0:59 until 1:01. This image may be disturbing for some young students who are sensitive or have experienced trauma.

Murphy, H. Corston, E. Yvonne, G. Mcbean, E. 2015. The International Indigenous Policy Journal: Insights and Opportunities: Challenges of Canadian First Nations Drinking Water Operators. Retrieved from https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1235&context=iipj

Native Counselling Services of Alberta. Retrieved from https://www.sacredrelationship.ca
(To gain access to the website use Username: Alberta_Access and Password: s@cr3d)

P & G. (n.d.). Dawn Helps Save Wildlife. Retrieved from https://dawn-dish.com/en-us/dawn-saves-wildlife

The Great Lakes Water Walks. (2017). Why We Walk. Retrieved from https://www.youtube.com/watch?time_continue=148&v=Sv6BsFv5hWo

Water Pollution Experiments for Kids. (2017). Retrieved from https://jdaniel4smom.com/2017/01/water-pollution-experiments-kids.html

Water Pollution for Kids. (2015). Retrieved from https://www.youtube.com/watch?v=93BqLewm3bA

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K-2 Lesson 2: Respecting Water - Safe Drinking Water Foundation

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"As Indigenous Peoples, we recognize, honour and respect Water as a sacred and powerful gift from the Creator. Water, the first living spirit on this earth, gives life to all creation. Water, powerful and pristine, is the lifeblood that sustains life for all peoples, lands and creation. We know that

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UO Art Museum

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The Jordan Schnitzer Museum of Art's Dragon Puppet Theatre brings ancient and modern tales from around the world to life with colorful puppet shows. The group performs with hand-crafted, authentically costumed puppets for both K-12 classrooms and community groups.

The puppet shows are based on stories that have been handed down from generation to generation in China, Japan, Korea, and the Pacific Northwest-all regions of focus in the art museum's collection-as well as new stories incorporating other aspects of art and the collections.

Puppet performances cost $1/attendee for private performances or $75/show for public performances. Performances typically take up to 1/2 hour. If you are interested in scheduling a puppet show, please request a performance by completing the form at the link below or call the education department at (541) 346-0910.

Raven and Petrel
One of many Northwest Native American stories featuring the Raven, this tale reveals the efforts of the Raven as he works to get fresh water for his neighbors.

Tiger and the Monk
The Korean folk tale tells the tale of tiger in trouble and the important lesson of keeping promises you make.

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The Jordan Schnitzer Museum of Art's Dragon Puppet Theatre brings ancient and modern tales from around the world to life with colorful puppet shows. The group performs with hand-crafted, authentically costumed puppets for both K-12 classrooms and community groups.

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The 1619 Project Curriculum in Lesson Plan Grouping - The 1619 Project, inaugurated with a special issue of The New York Times Magazine, challenges us to reframe U.S. history by marking the year when the first enslaved Africans arrived on Virginia soil as our nation’s foundational date. Here you wil…

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UO Natural History Museum; Civil Rights Movement

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The 1960s and 70s brought conflict and change to the United States. Like the rest of the country, the civil rights years brought excitement and tension to Oregon. Come listen to stories from those years-stories of struggle, resilience, and uplift.

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The 1960s and 70s brought conflict and change to the United States. Like the rest of the country, the civil rights years brought excitement and tension to Oregon. Come listen to stories from those years-stories of struggle, resilience, and uplift.

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National Council for the Social Studies is pleased to offer a limited number of registration scholarships to educators who have never been able to attend the NCSS Annual Conference in the past for lack of financial support. Teachers from across the United States and its territories are welcome to apply.

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See related links to what you are looking for.

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An award-winning statewide civics program created by the Connecticut Democracy Center

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Magazine for social and racial justice in education

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Rethinking Schools is a nonprofit publisher and advocacy organization dedicated to sustaining and strengthening public education through social justice teaching and education activism.

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Map

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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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We lead with the heart and courageously work to address racial injustice in education, embodying Black joy, confronting anti-Blackness, and building authentic partnerships with all who support creating equitable school communities across the nation.

​In September 2016, DeShawn Jackson, along with Black Men Uniting to Change The Narrative, planned a day of encouragement. The previous school year, another local elementary school had more than 200 Black men show up to greet students as they arrived at school. The men wore their uniforms, regalia, and Sunday best in hopes of disrupting the inaccurate imagery students have of Black men. Black men make up only 3% of teachers in k-12 education.​

DeShawn had taught at the school for six years and even attended the elementary school as a child. He wanted students to see Black men in a positive light, not like they often are portrayed in media. A bomb threat was called into the school on the day of the event, so school leadership officially canceled it. Yet, after the threat was investigated, nothing was found, and the school remained open. So, DeShawn personally greeted students and about fifty others joined him.

When students arrived at John Muir Elementary School, they were greeted with cheers and high-fives while drums played in the background. Black men showed up because they wanted to counter the perception students have about education and race. Inside the school, staff wore shirts that said "Black Lives Matter We Stand Together."Julie Trout, the art teacher, designed the shirts. Teachers' lessons for the day were focused on racial justice.

​Social Equality Educators (SEE), a group within the Seattle teachers union, decided October 19th would be "Black Lives Matter At School Day." They'd wear Black Lives Matter shirts to school, created a second design with "#Say Her Name," and educators picked from several options. Parent Teacher Associations made buttons and stickers for teachers and students to wear. This attracted national news, which spread to Philadelphia, where the Racial Justice & Organizing Committee of the Caucus of Working Educators was inspired to plan a similar action.

We envision a nation in which we live in authentic and conscious relationship with ourselves, each other, and the lands we occupy with the least amount of harm and violence, in which we are unapologetically Black and collectively love and care for one another as extended intergenerational families. To achieve safety, equity, and liberation for all Black lives, we attend to systems and networks of care to make the domination, erasure, and dehumanization of Black life obsolete. ​

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National coalition organizing for racial justice in education.

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About Us

Founded in June 2020 by Chanita Coulter and Sarah Frayer, Reflective Pages was created to serve as a resource for schools, educators and organizations to provide access to multicultural literature and curricula. We believe that by providing children with diverse text and personalized instruction we are able to engage their interest in reading, self pride and academic success. Our customized professional development services include workshops/training and program design to increase student engagement and achievement.

Meet the Founders

Get Involved

Our Impact

Our philanthropy concentrates on providing underfunded schools, libraries and organizations with access to multicultural literature and curricula. Given the urgency to provide students with access to digital content; we are preparing to launch an online platform that will allow students to read E-books from the comfort of their home. ​

Help a child with the gift of literacy

2. Receive a personalized letter from a book recipient (child)

3. Feel good about having a real impact on a child's life

Reflections

WHAT PEOPLE SAY

"I want my children to have access to books in which they see themselves. I did not have that growing up and I see how important representation is to young minds. I try to make sure that our bookshelves at home are full of diverse books."

Contact

Schedule a

Consultation

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About Us Founded in June 2020 by Chanita Coulter and Sarah Frayer, Reflective Pages was created to serve as a resource for schools, educators and organizations to provide access to multicultural literature and curricula. We believe that by providing children with diverse text and personalized instruction we are able to engage their interest in reading, self pride and academic success.

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Looking for targeted responses to your surveys?
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Use SurveyMonkey to drive your business forward by using our free online survey and forms tool to capture the voices and opinions of the people who matter most to you.

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ODE American Indian/Alaska Native Education

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ODE American Indian/Alaska Native Education

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SB13

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ATTENTION: Before attempting to access these courses, watch this video on how to correctly set up your iLearn account. Failure to set up your account correctly could significantly delay your access to the courses.

You can also use the following directions to set up your account. Select the iLearn account instructions sheet (either the text with screen shot images version or the text-only version) to establish an iLearn account. Once you have an iLearn account established you will be able to access the Professional Development Courses.

If you receive the following message when trying to access the courses: "This item cannot be opened due to the reasons listed below. Contact an administrator or manager to obtain access to the item." This video can help with updating your account.

Or follow these steps to update your account: Updating your Organization in iLearn (either the text with screen shot images version or the text-only version)

Click on the "+" to read the description of the Professional Development Course and to access the link to iLearn.

​​ SB13 Inservice​ is a storyboard project of short videos including presentations on the background of Senate Bill (SB) 13 Tribal History/Shared History, The Essential Understandings of Native Americans in Oregon process, The 6 P's (Critical Orientations for Indigenous Studies Curriculum), Tribal place-based curricula as well as lesson modeling demonstrations.

Module 1​ covers the follwing sections of the nine Essential Understandings:

Essential Understanding 1: Since Time Immemorial

Essential Understanding 2: Sovereignty

It is designed to support educators in building a foundation for teaching, training, and serving as a source of support, knowledge, and advocacy within their school, district, or organization for the Senate Bill 13 Tribal History/Shared History curriculum.

Module 2​​ covers the follwing sections of the nine Essential Understandings:

Essential Understanding 3: History

Essential Understanding 4: Tribal Government

It is designed to support educators in building a foundation for teaching, training, and serving as a source of support, knowledge, and advocacy within their school, district, or organization for the Senate Bill 13 Tribal History/Shared History curriculum.

More modules coming soon!

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SB13 Tribal History/Shared History Professional Development Courses

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ATTENTION: Before attempting to access these courses, watch this video on how to correctly set up your iLearn account. Failure to set up your account correctly could significantly delay your access to the courses. You can also use the following directions to set up your account.

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Science lesson from SB13

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ELA lesson from SB13

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**Winner of the Excellence in Early Learning Digital Media award from the American Library Association!** Adventure with Molly of Denali from PBS KIDS! In this app, kids ages 4-8 can explore the village of Qyah, and its forests, lakes, and wildlife. This app is packed with new games and interactive activities for your child to learn about Alaskan culture and nature. Garden vegetables, fish salmon and go dog sledding. Create beading projects or help run the Denali Trading Post while learning from books, diagrams, and captioned photos. Solve problems and accomplish tasks around town. Our educational games are designed to support your child's foundational literacy skills and reading comprehension.
MOLLY OF DENALI FEATURES:
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Veggiezilla: learn how to care for a garden and grow giant vegetables

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Denali Trading Post: interact with customers and fill orders

EDUCATIONAL ADVENTURE

Step into Molly's world with character interactivity

Pick blueberries for Molly's dad

Have a snowball fight with Trini and Tooey

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Learn common Alaska Native phrases (i.e. "Mahsi-choo!")

Visit pbskids.org/molly for more Molly of Denali videos, games, and activities.
Molly of Denali™
Produced by WGBH Boston, Molly of Denali is an action-adventure comedy that follows the adventures of curious and resourceful 10-year-old Molly Mabray, an Alaska Native girl. Molly of Denali is the first nationally distributed children's series in the U.S. to feature an Alaska Native lead character.

Molly of Denali is designed to help kids ages 4-8 develop knowledge and skills for interacting with informational texts through video content, interactive games, and real-world activities. In each episode, Molly's life and adventures are enhanced, illuminated, and broadened by using and creating a variety of informational texts, including books, online resources, field guides, historical archives, indigenous knowledge from elders, maps, charts, posters, photos, and more.
About PBS KIDS
Molly of Denali is part of PBS KIDS' ongoing commitment to helping kids build the skills they need to succeed in school and in life. PBS KIDS, the number one educational media brand for kids, offers children ages 2-8 the opportunity to explore new ideas and new worlds through television, digital media and community-based programs. PBS KIDS and local stations across the country support the entire ecosystem in which children learn, including their teachers, parents and community.

For more apps from PBS KIDS, visit pbskids.org/apps.

Privacy

Across all media platforms, PBS KIDS is committed to creating a safe and secure environment for children and families and being transparent about what information is collected from users. To learn more about PBS KIDS' privacy policy, visit pbskids.org/privacy.
Credits
MOLLY OF DENALI is produced by WGBH Kids and Atomic Cartoons in association with CBC Kids.

Funding for MOLLY OF DENALI is provided by a Ready To Learn Grant from the Department of Education; the Corporation for Public Broadcasting, a private corporation funded by the American People; and by public television viewers.

The contents of this program were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. [PR/Award No. U295A150003, CFDA No. 84.295A]

Molly of Denali, Trademark/© 2019 WGBH Educational Foundation. All rights reserved.

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Molly of Denali Mobile Downloads | PBS KIDS

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Winner of the Excellence in Early Learning Digital Media award from the American Library Association!** Adventure with Molly of Denali from PBS KIDS! In this app, kids ages 4-8 can explore the village of Qyah, and its forests, lakes, and wildlife.

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Explore online and in-person workshops designed to equip teachers with critical concepts, and engaging pedagogy to support a transformation in teaching and learning about Native Americans.

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Native Knowledge 360° | Smithsonian National Museum of the American Indian

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Native Knowledge 360° is the National Museum of the American Indian's national initiative to inspire and promote improvement of teaching and learning about American Indians. Discover standards-compliant, interactive teaching resources for all grade levels.

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Interviews by NDNAEU - Teachings of Our Elders

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Phase IV Culturally Responsive Practice & the NDNAEU Overview

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For this , we want to continue our support for students and families by sharing online resources related to Indigenous education through technology and gaming. This week we are featuring apps and video games created by or in collaboration with Indigenous peoples. Listed next to each resource link is the ESRB rating (e.g., E for everyone, E 10+ for everyone 10 and older, T for teen) to assist parents, caregivers, and educators, but even the resources for the young... est among us are still fun for the whole family. The majority of these online platforms can all be accessed and downloaded free of charge.

Our post features Molly of Denali from PBS KIDS! Look for other games and descriptions in the comments!

"Go on adventures with Molly of Denali from PBS KIDS! In this app, kids ages 4-8 can play with Molly and friends in her Alaskan village, Qyah. Children can go on dog sledding missions, fish, create beading projects or help run the Denali Trading Post. The Molly of Denali app teaches children to use familiar texts such as books, diagrams, and captioned photos to solve problems, accomplish tasks, and help Molly's friends! The educational games in Molly of Denali support foundational literacy skills in using and understanding informational texts. (E) https://pbskids.org/apps/molly-of-denali.html (iPhone/Android)

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For this , we want to continue our support for students and families by sharing online resources related to Indigenous education through technology and gaming. This week we are featuring apps and video games created by or in collaboration with Indigenous peoples.

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Turtle Island Social Studies Collective

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montana office of public instruction website

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Multiple resources within this article

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Indigenous Education Tools

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ISTEAM 2020 Activity Materials

These activities are designed to be used right outside your door! With your family, you can explore your relations with water, food, and plant and bird relatives. Each activity is explained in a two-page overview document which you can download or print. Some activities have extra pages that serve as worksheets to help you do the activity. If you don't have a printer, no worries! You can easily remake the worksheets on a blank piece of paper. The activities are in no particular order. Just choose the ones that you find most interesting!

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These activities are designed to be used right outside your door! With your family, you can explore your relations with water, food, and plant and bird relatives. Each activity is explained in a two-page overview document which you can download or print. Some activities have extra pages that serve as worksheets to help you do the activity.

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Unbiased/balanced news

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AllSides Headline Roundups™ bring you top news stories from the left, center and right of the political spectrum - side-by-side so you can see the full picture.

We rotate the order of headlines to avoid biasing our coverage in favor of the left, which otherwise would always be listed first.

Learn how AllSides provides balanced news

MSNBC (Left bias) announced it's canceling opinion commentator Mehdi Hasan's Sunday night show on Thursday, drawing opinions from journalists and media outlets. For Context: Hasan is known...

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AllSides | Balanced news via media bias ratings for an unbiased news perspective

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We use media bias ratings to provide balanced news, perspectives and issues across the political spectrum. Unbiased news coverage doesn't exist - there is no such thing as unbiased news or t

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So much of what we do in fifth grade at UT Elementary is surrounding the idea of dominant and counter narratives. Students are constantly identifying dominant narratives, poking holes in those stories, and looking elsewhere to uncover counter narratives that might have something different to say. But before we can get to this place, we have to first define what a dominant narrative is. So this year, we started out with a new activity which I called our "Famous American Heroes" project.

First I told students about this idea of a dominant narrative. A dominant narrative is the story of US history that you can find in most textbooks and in most classrooms. We defined it as "the story that's in charge." Counter narratives, on the other hand, are the stories that "fight back." These stories are not often found in textbooks, and if they are, they're definitely not at the center of the story. After discussing these ideas, I sent my students on a quest to uncover what these dominant narratives really are. What is the story that's in charge of US history? Who is at the center of that story?

I compiled a lit of all of the people included in the fifth grade US history standards (it's a lot of people!), and each student spent a couple of days researching one person from that list. After completing their research, students created a poster (I very strongly encouraged students to make sure the skin color marker/crayon/colored pencil they were using was as accurate as possible), and we hung all of these posters up outside of the classroom. Students then participated in a gallery walk of all of the posters, collecting data on what these people had in common.

We looked specifically at race, gender, age, accomplishments, and sexual orientation (students looked to see if a historical figure was married, and whether they were married to a man or woman).

At the end of our data collection, we found out of a list of a total 30 people that we researched, 27 were men, 26 were white, and all were straight and gender binary. In the words of one of our students, "somebody's gotta change that."

From here, we were able to conclude that the dominant narrative centers the people who have, and who have historically held, the most power: straight, white men. Anyone who doesn't fit that category is pushed to the outside of the story.

After uncovering dominant narratives, students were pumped up and ready to spend the rest of the year uncovering counter narratives (which we can do, because we just covered all of our history TEKS in two days 🤣). What are these counter narratives all about, these stories that are so dangerous they can't be heard? Who are these trouble makers whose voices people in power have tried to silence? We can't wait to find out!

Teachers, would you like to do a similar project in your classroom? I'm happy to share my resources with you! You can download the project packet here, and you can download the data collection sheets and interactive notebook pages here. If you have any questions, please let me know and I'll be happy to help!

Love, Learning, & Li'l Longhorns,

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So much of what we do in fifth grade at UT Elementary is surrounding the idea of dominant and counter narratives. Students are constantly identifying dominant narratives, poking holes in those stories, and looking elsewhere to uncover counter narratives that might have something different to say.

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Today is Veterans' Day. This morning, I asked my students to take five minutes to draw a picture of a veteran. The majority of my students drew a white man, and I wasn't surprised. When we searched "veteran" on Google Images, we saw the same thing.

While many white men have served our country in the military, is does our students and our country a disservice to center their stories, while continuing to marginalize the stories of women and POC. I do not find it appropriate to discount the service of white men in the military, but I do find it necessary to honor a more inclusive and honest story of the United States military history.

The best way to challenge dominant narratives is by questioning them, so, that's what we did. I followed a simple framework that could be used with any counter narrative. I chose to center Navajo Code Talkers because we're studying World War II, and will also be talking about indigenous people in our discussion of Thanksgiving narratives next week. You could, however, substitute the narrative of the code talkers with any other military counter narrative.

Framework

What does a veteran look like?

How might this stereotype be harmful and/or inaccurate?

What can we learn about to challenge this dominant narrative?

How can we connect this counter narrative to our present day lives?

What should we do about it?

Through these steps, we are :

1. uncovering the dominant narrative

2. questioning the dominant narrative

3. de-centering the dominant narrative

4. centering a counter narrative

5. moving towards action

1. What does a veteran look like?

Upon walking into class today, I asked students to take five minutes to draw a veteran. After drawing their pictures, we discussed: Who drew a man? Who drew a woman? I took tally marks on the board as I surveyed their responses. Who drew a white person? Black person? Latinx person? Asian? With only five minutes to draw, none of my students had time to add color. I rephrased the question to, "while you were drawing, what were you imagining the skin color of this person was?"

We then searched "veteran" on Google Images, and saw the same results. We discussed why this stereotype of a veteran is inaccurate and harmful, (who is included this narrative? who is excluded?), and I told students that we would be challenging this dominant narrative through a study of the Navajo Code Talkers.

2. Learning About the Navajo Code Talkers

During our reading and social studies block, we read "The Unbreakable Code," by Sara Hoagland Hunter, while stopping to discuss indigenous boarding schools, the ways in which the US government relates to people of color when they are needed/not needed, and why people of color continue to fight for the United States in the midst of such complex relations. Students were able to make some good connections to our study of the Bracero program from this same time period. (We are currently using one of my old World War II blog based lessons to learn about World War II).

Next, students read an informational article about the code talkers from Newsela. After these two readings, students now have a firm understanding of the code talkers and their role in World War II. The last question students were asked to answer on their article annotations was, "how do you think code talker veterans should be honored today?" This was a springboard for our next exploration, which we will continue with this week.

3. How are Navajo Code Talkers (and many veterans) treated today?

I assigned students this Newsela article about Navajo veterans struggling to find adequate housing. This article does a really great job of tying in the current day struggles of veterans, and the disconnect we see between the way the United States claims to honor its veterans, and the everyday realities faced by many US veterans, and especially veterans of color.

4. What Should We Do About It?

After all three of our readings, students will complete this comparison assignment of the two readings (tying in all of the reading standards we are covering this week), and will sum it all up with their choice of a short writing assignment. Their options are to write to one of the following prompts:

explain three ways the United States could/should honor Navajo veterans

write a letter to a Navajo veteran, thanking them for their service and explaining why their work was so important

explain why it's important to challenge the dominant narrative of a veteran

That's it! As I mentioned above, this lesson could easily focus on any other counter narrative, such as the Tuskegee Airmen, WASPs, etc.

Extended Resources for Teaching the Code Talkers:

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Challenging the Dominant Narrative of Veterans' Day Through a Study of Navajo Code Talkers

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Today is Veterans' Day. This morning, I asked my students to take five minutes to draw a picture of a veteran. The majority of my students drew a white man, and I wasn't surprised. When we searched "veteran" on Google Images, we saw the same thing.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students. We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Authentic lessons, instructional strategies, and engaging activities for 21st Century Learning

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More Socratic Questioning

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Techniques > Questioning > Socratic Questions

Socrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils ('ex duco', means to 'lead out', which is the root of 'education'). Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. One of his pupils was Plato, who wrote up much what we know of him.

Here are the six types of questions that Socrates asked his pupils. Probably often to their initial annoyance but more often to their ultimate delight. He was a man of remarkable integrity and his story makes for marvelous reading.

The overall purpose of Socratic questioning, is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.

Conceptual clarification questions

Get them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Use basic 'tell me more' questions that get them to go deeper.

Probing assumptions

Probing their assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going!

Probing rationale, reasons and evidence

When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly-understood supports for their arguments.

Questioning viewpoints and perspectives

Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.

Probe implications and consequences

The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?

Questions about the question

And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc.

What was the point of asking that question?

Why do you think I asked this question?

Am I making sense? Why not?

What else might I ask?

What does that mean?

See also

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Socratic questioning seeks to get the other person to answer their own questions by making them think and drawing out the answer from them.

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ABCya! • ABCya! • Learning Games and Apps for Kids

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Educational games for grades PreK through 6 that will keep kids engaged and having fun. Topics include math, reading, typing, just-for-fun logic games… and more!

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Journey box example

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Journey box example

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Journey box example

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Journey box example

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Journey Box: Segregation Of Mexican Americans And Life In The Barrios - Lessons - Blendspace

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Table of contents .English Only?.El Monte's Hicks Camp: A Mexican Barrio | KCET.Bath Riots..Seven Stories Press.Barrio Boy .Prior to the Great Depression, immigrants from other countries came ....Facts and Case Summary - Miranda v. Arizona | United States Courts.Narrative.Journey Box -Citation.docx

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Journey box example

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Colin Kaepernick Social Studies Journey Box - Lessons - Blendspace

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Colin Kaepernick It has been a tradition that stretches far back to play the National Anthem before every major sporting event. It also has been a tradition for everyone to stand a put their right hand over their heart as a way to honor a country that represents its people.

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With primary sources

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Events, people, ideas

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Countries, cultures

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Co-construct

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Write letters to people from historical events

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Write letters to people from historical events

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Write to textbook companies to right their wrongs

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Write to textbook companies to right their wrongs

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or JamBoard for virtual option

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A 501(c)(3) nonprofit, WNDB aims to create a world where every reader can find themselves in the pages of a book. To reach this goal, we've created programs to mentor diverse writers and illustrators, support diverse publishing professionals, and provide books to classrooms nationwide.

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Multicultural and Social Justice Books - Social Justice Books

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Curated Booklists Carefully selected multicultural and social justice books for children, young adults, and educators on 90+ topics. Reviews of Children's Literature Critical reviews of children's and young adult books from a variety of vetted sources, consolidated here for easy access. Articles & News Articles about selecting children's literature and news about Kid Lit.

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Padlet

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Twitter thread

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Teacher in me had to do this..

CHILDREN’S BOOKS THAT DISCUSS RACE & RACISM THREAD:

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Teacher in me had to do this..

CHILDREN’S BOOKS THAT DISCUSS RACE & RACISM THREAD:

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Teacher in me had to do this..

CHILDREN’S BOOKS THAT DISCUSS RACE & RACISM THREAD:
— Brittany, M. Ed (@wanderingbritt_) June 2, 2020

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Teacher in me had to do this..

CHILDREN’S BOOKS THAT DISCUSS RACE & RACISM THREAD:

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Teacher in me had to do this..

CHILDREN’S BOOKS THAT DISCUSS RACE & RACISM THREAD:

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Teacher in me had to do this..

CHILDREN’S BOOKS THAT DISCUSS RACE & RACISM THREAD:

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American Indians in Children's Literature

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American Indians in Children's Literature

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Book recommendations

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American Indians in Children's Literature (AICL)

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Designed to help readers develop a critical eye about representations of American Indians in children's and young adult books

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Virtual read-alouds

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Native American/ Indigenous Peoples Resources

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Book lists and book giveaways for classrooms

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The Conscious Kid is an education, research and policy organization that supports families and educators in taking action to disrupt racism, inequity and bias

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people & places - united states - native american

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juvenile nonfiction / concepts / seasons

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juvenile nonfiction / people & places / united states / native american

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juvenile nonfiction / social topics / values & virtues

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juvenile nonfiction/social topics - values & virtues

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native americans; indians; cherokee nation; seasons; thanksgiving; community; kindness; gratitude; childrens books by age 5-8; childrens books by age 3-5; fall books; native american children's books; thanksgiving books for kids; books for 5 year old boys; best kids books; being thankful; christmas gifts for kids; best books 2018; npr books; diversity books for kids; toddler books ages 2-4; books for 4 year old boys; books for 4 year old girls; books for 5 year old girls; books for 3 year old girls

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people & places - united states - native american

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best kids books;being thankful;christmas gifts for kids;best books 2018;npr books;diversity books for kids;native american children's books;thanksgiving books for kids;thanksgiving;fall books;native americans;indians;cherokee nation;seasons;community;kindness;gratitude;childrens books by age 3-5;childrens books by age 5-8;books for 5 year old boys;books for 5 year old girls;books for 4 year old girls;books for 4 year old boys;toddler books ages 2-4;books for 3 year old girls;books for kids 5-7

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juvenile nonfiction / people & places / united states / native american

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juvenile nonfiction / social topics / values & virtues

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juvenile nonfiction / concepts / seasons

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juvenile nonfiction/social topics - values & virtues

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We Are Grateful: Otsaliheliga - Kindle edition by Sorell, Traci, Lessac, Frane. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading We Are Grateful: Otsaliheliga.

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Reviewed by Debbie Reese

Review Source: American Indians in Children's Literature
Book Author: David Robertson

When We Were Alone is one of those books that brought forth a lot of emotion as I read it. There were sighs of sadness for what Native people experienced at boarding schools, and sighs of-I don't know, love, maybe-for our perseverance through it all.

The story is meant for young children, though of course, readers of any age can-and should-read it. Continue reading.

When We Were Alone by David Robertson
Published by Portage & Main Press on 2016-12
Genres: American Indians, First Nations, Metis, Inuit, Family
Pages: 24
Reading Level: Grade K, Grades 1-2
ISBN: 9781553796732
Review Source: American Indians in Children's Literature
Buy at Powell's Books

When a young girl helps tend to her grandmother's garden, she begins to notice things that make her curious. Why does her grandmother have long, braided hair and beautifully coloured clothing? Why does she speak another language and spend so much time with her family? As she asks her grandmother about these things, she is told about life in a residential school a long time ago, where all of these things were taken away. When We Were Alone is a story about a difficult time in history, and, ultimately, one of empowerment and strength.

When We Were Alone won the 2017 Governor General's Literary Award in the Young People's Literature (Illustrated Books) category, and was nominated for the TD Canadian's Children's Literature Award.

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When We Were Alone - Social Justice Books

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Reviewed by Debbie Reese Review Source: American Indians in Children's Literature Book Author: When We Were Alone is one of those books that brought forth a lot of emotion as I read it. There were sighs of sadness for what Native people experienced at boarding schools, and sighs of-I don't know, love, maybe-for our perseverance through it ...

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people & places - united states - native american

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juvenile fiction / people & places / united states / native american

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Windy Girl is blessed with a vivid imagination. From Uncle she gathers stories of long-ago traditions, about dances and sharing and gratitude. Windy can tell such stories herself-about her dog, Itchy Boy, and the way he dances to request a treat and how he wriggles with joy in response to, ...

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fry bread: a native american family story

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family - general (see also headings under social themes)

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juvenile fiction / diversity & multicultural

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juvenile fiction / people & places / united states / native american

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juvenile fiction/family - general (see also headings under social themes)

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juvenile fiction/people & places - united states - native american

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people & places - united states - native american

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native american food; native american cooking; native american culture; american indian; native nation; first nation; indigenous peoples day; modern native american stories; contemporary american indian families; ethnic food; grandparents; multigenerational story; heartwarming books for kids; seminole author; multicultural childrens books; diverse; ownvoices kids; picture books for kids; best picture books 2019; publishers weekly best picture books of the year; amazon best books of the year; kirkus reviews best books of the year; best picture books 2019; npr best books of the year; sibert medal winner; award winning picture books

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picture books for kids; american indian; native nation; first nation; indigenous peoples day; modern native american stories; multicultural childrens books; diverse; ownvoices kids; ethnic food; grandparents; heartwarming books for kids; seminole author; native american food; native american cooking; native american culture; contemporary american indian families; multigenerational story; best picture books 2019; publishers weekly best picture books of the year; amazon best books of the year; kirkus reviews best books of the year; npr best books of the year; sibert medal winner; award winning picture books

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juvenile fiction / diversity & multicultural

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juvenile fiction / people & places / united states / native american

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juvenile fiction/family - general (see also headings under social themes)

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juvenile fiction/people & places - united states - native american

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Fry Bread: A Native American Family Story

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Fry Bread: A Native American Family Story - Kindle edition by Noble Maillard, Kevin, Martinez-Neal, Juana. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Fry Bread: A Native American Family Story.

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Raven: A Trickster Tale from the Pacific Northwest

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Raven: A Trickster Tale from the Pacific Northwest

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raven: a trickster tale from the pacific northwest

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juvenile fiction / fairy tales & folklore / general

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activity books & early learning material

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fairy tales; fairy tales books for children; books for 4 year old girls; books for kids 4-7; books for 4 year old boys; childrens books by age 5-7; books for 5 year old boys; bedtime stories; books for 5 year old girls; books for 6 year old girls; childrens books by age 6 and 7; books for 5 year olds; books for 7 year old girls; kids books ages 6 and 7; books for 6 year old boys; childrens books by age 3-5; books for 7 year old boys; books for kids 5-7; kids books ages 4-7

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juvenile fiction / fairy tales & folklore / general

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activity books & early learning material

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Raven: A Trickster Tale from the Pacific Northwest

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Raven: A Trickster Tale from the Pacific Northwest - Kindle edition by McDermott, Gerald, Gerald McDermott. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Raven: A Trickster Tale from the Pacific Northwest.

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Cynthia Leitich Smith's 2023 release is the YA novel HARVEST HOUSE, an Indigenous YA ghost mystery, which so far has received three starred reviews and which Amazon.com editor Seira Wilson called, "...suspenseful, insightful, and unputdownable.

Cynthia is a NSK Neustadt Laureate and a New York Times bestselling author of books for young readers, including HEARTS UNBROKEN, which won the American Indian Library Association's Youth Literature Award. Her recent releases include the middle grade anthology ANCESTOR APPROVED: INTERTRIBAL STORIES FOR KIDS, winner of the Reading of the West Book Award for Young Readers and an ALA Notable Book, and the novel SISTERS OF THE NEVERSEA, which received six starred reviews. Both books were named to numerous "best of the year" lists. Her debut tween novel RAIN IS NOT MY INDIAN NAME was named one of the 30 Most Influential Children's Books of All Time by Book Riot.

She looks forward to MG graphic novel the BLUE STARS: MISSION ONE: THE VICE PRINCIPAL PROBLEM, co-authored by Kekla Magoon and illustrated by Molly Murakami.

Cynthia is also the author-curator of Heartdrum, a Native-focused imprint at HarperCollins Children's Books, and the Katherine Paterson Inaugural Endowed Chair on the faculty of the MFA program in Writing for Children and Young Adults at Vermont College of Fine Arts. Cynthia is a citizen of the Muscogee Nation and lives in Austin, Texas.

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Amazon.com: Jingle Dancer: 9780688162412: Smith, Cynthia Leitich, Hu, Ying-Hwa, Van Wright, Cornelius

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social themes - self-esteem & self-reliance

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juvenile fiction / social themes / bullying

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juvenile fiction / social themes / emotions & feelings

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juvenile fiction / social themes / self-esteem & self-reliance

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juvenile fiction/social themes - bullying

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juvenile fiction/social themes - emotions & feelings

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juvenile fiction/social themes - self-esteem & self-reliance

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social themes - self-esteem & self-reliance

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juvenile fiction/social themes - self-esteem & self-reliance

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juvenile fiction / social themes / bullying

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juvenile fiction/social themes - emotions & feelings

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juvenile fiction: social themes / bullying

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juvenile fiction / social themes / emotions & feelings

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juvenile fiction: social themes / emotions & feelings

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juvenile fiction / social themes / self-esteem & self-reliance

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juvenile fiction/social themes - bullying

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I Am Enough - Kindle edition by Byers, Grace, Bobo, Keturah A.. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading I Am Enough.

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I Love My Hair! [Tarpley, Natasha Anastasia] on Amazon.com. *FREE* shipping on qualifying offers. I Love My Hair!

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children's / teenage personal & social topics: self-awareness & self-esteem

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children’s / teenage personal & social topics: self-awareness & self-esteem

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fantasy & magical realism (children's / teenage)

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juvenile fiction / social themes / self-esteem & self-reliance

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little leaders visionary women ruby’s worry grandad mandela the people awards; little people big dreams maya angelou rosa parks ella fitzgerald frida kahlo i am enough; benji davies tad grandma bird storm whale young gifted and black ed vere how to be a lion mr big; nadia shireen billy and the beast sophy henn almost anything lauren ace girls king who banned dark; oliver jeffers here we are julian is a mermaid the bear and piano diverse childrens books diversity; we’re all wonders rj palacio perfectly norman on the origin of species i am seed that grew tree; julia donaldson the gruffalo room on broom stick man magic paintbrush ugly five zog beegu; goodnight moon lost and found we’re going on a bear hunt sweep louise greig; how to catch a star rumple buttercup malala’s magic pencil the night box the wonky donkey; tom fletcher there’s a dragon monster alien in your book tabby mctat oi cat frog and friends

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personal & social issues: self-awareness & self-esteem (children's

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personal & social issues: self-awareness & self-esteem (children's / teenage)

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teenage personal & social topics: self-awareness & self-esteem

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juvenile fiction / social themes / self-esteem & self-reliance

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personal & social issues: self-awareness & self-esteem (children's / teenage)

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fantasy & magical realism (children's / teenage)

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Sulwe - Kindle edition by Nyong'o, Lupita, Harrison, Vashti. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Sulwe.