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An educator explains the different aspects that make up our identity.

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An educator explains the different aspects that make up our identity, and how students can create a cultural family tree that shows all the different parts of their identity.

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A student reflects on the different aspects of their personality.

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An educator teaches their students about looking at a situation from a different perspective, or viewpoint, to broaden their understanding.

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Students are creating artwork that shows a personal experience from different perspective.

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Students read books about other children who have made a difference in the world.

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An educator teaches their students about the Liberatory Consciousness Framework that will guide them to gain awareness, analyze, take action, and demonstrate allyship around a local issue in their community.

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Students learn about other children who have made a difference in the world by standing up for equality and fairness.

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A student works hard on their identity tree.

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A student shows off their identity tree.

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After creating their identity tree, students reflect on what they learned about themselves.

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An educator displays all the different cultural identity trees that their students created.

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An educator displays all the different cultural identity trees that their students created.

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An educator displays all the different cultural identity trees that their students created.

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An educators displays identity wheels created by their students that shows the differences in how they perceive themselves versus how others perceive them.

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An educator displays all the different cultural identity trees that their students created.

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An educator displays all the different cultural identity trees that their students created.

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An educator prompts students to reflect on different parts of their identity, such as their interests, values, personality, and culture.

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Students describe the color of their skin.

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A student reflects on their perfect day.

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A student describes themselves and what is important to them.

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A student discusses all the different parts of our identity that shape us, like parents, friends, and famous princesses.

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A class reads a poem about themselves.

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An identity chart created by a student, showing all the different characteristics that shape their identity.

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Artwork by a student about the different parts of their identity.

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A student reflects on how others see them.

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How do I see myself, and how do you see me? 

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How do I see myself, and how do you see me? 

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Students compare their own perception of themselves, versus how others perceive them.

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A student reflects on how others perceive them.

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An educator explains the community project that students will be completing.

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Students discuss how they can take action to be an upstander when they see unfairness.

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Students reflect on local issues that they can take action on.

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An officer visits a classroom to share his love of service to the local communities and schools.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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A student plays music for their partner classmates.

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A student plays music for their partner classmates.

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A student shares their identity tree with their partner classmates.

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Students share their identity trees with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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A student shares their identity tree with their partner classmates.

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A student shares their identity tree with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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Students connecting with their partner classmates.

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What do we have access to in our community?

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What do we have access to in our community?

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Students discuss how their community is shaped by the health, safety, education, and transportation that is available to their community members.

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“I want my students to step outside their boxes and meet people that may appear different than they are, but actually share the same hopes, dreams, likes, dislikes, etc. I also want them to be comfortable initiating and taking part in difficult conversations.”

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"I love the topics: teaching racism, microaggressions, skin tones, stereotypes, identity, and how to be upstanders and make a difference in our community by using critical thinking and taking action. I think that the Liberatory Consciousness Framework is an excellent model that helps us focus on identifying issues in our local community and how we can go through thoughtful steps to take action. Just as important, fostering confidence in our youth to stay on the path of continuing to take action is key."

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"This program is so powerful and I'm so glad to participate."

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"Our class has enjoyed exploring our identities and absolutely loved completing the first exchange with our partner class from New Jersey. The best connection was a student from my class who brought in his ukulele for our music teacher to tune and a student from the New Jersey class both playing us some music. Great example of people with similarities!"

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"I am in awe at the creativity and artistic abilities of these students! They are creating treasures of their heritage."

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"I also wanted to let you know that I have found the resources you provided to be invaluable. They have facilitated deeper discussions and reflection in my students AND me!"