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Tips:

Play each Kahoot! set more than once, randomizing the order of questions and answers. This helps students practice and learn.

Let students create and share their own games.

Embed videos and graphics relating to the topic to improve retention.

2. Haiku Learning

Many teachers who have moved to blended learning have a learning management system (LMS). I couldn't live without Haiku Learning, but there are many LMSs out there. (Teacher Annette Lang tweeted that she loves her Canvas LMS.) Find a LMS if you're moving online for learning.

Tips:

Find an LMS that connects with your gradebook system (I link Haiku with Powerschool).

Find a system that lets you reuse your material between classes and from year to year.

Find a system that will quickly show you the grading and messages that need to be handled.

3. Wikispaces

Wikispaces has been my indispensible wiki tool since 2005. My class wiki is the platform where my students publish to the world.

Tips:

Use templates. When giving an assignment, ask students to use these so that formatting and details are ready to go.

Create the landing pages for assignments yourself (as I did on our 2015 Hour of Code Lesson Plans).

Archive work from year to year so that students can see prior work and level up.

4. Screencast-O-Matic

While I use ScreenFlow to record tutorials (mostly because it lets me capture my iPad or iPhone screen as well as my computer screen), for my students I have only one choice for quick screencasting: Screencast-O-Matic.

Tips:

Students can download short film and easily upload it to your LMS to document work.

Have students record audio to explain their work or share their thinking about a project.

Teachers can also screencast to add their voice while evaluating student work.

5. Google Classroom and Google Drive

Google Drive includes Google Docs, Spreadsheets, Presentations, Drawings, and Forms. I want my students to quickly collaborate and share, and Google Classroom is a powerful new management tool that makes sharing and management of student work on Drive much easier.

Tips:

Alice Keeler, author of 50+ Things You Can Do With Google Classroom gave me this power tip: She doesn't have students turn in work before they're done (it will stop their editing on the document).

For a powerful, engaging way to teach, watch students and give comments as they work.

Teach students to copy (Ctrl + C) and paste (Ctrl + V) between tools.

6. PowerPoint With Office Mix

PowerPoint is a longstanding presentation tool. The free Office Mix tool turns this into a powerful tutorial and teaching tool. (Most of the PC-based videos on my YouTube channel were created with this tool.) Office Mix combines video, slides, animations, and your voice into a simple video.

Tips:

When you need to change one piece of information, just re-export the video with your quick correction. (This is the greatest aspect of the system.)

You can record quick screencasts inside Powerpoint by clicking the screencast button.

Use animations and draw on the screen. They become part of the video.

7. Google Chrome

The Google Chrome web browser has so many tools to help students with learning, research, and academic pursuits! I teach students to use the extensions for everything from grammar check ( Grammarly) to research collection ( Diigo) or finding the perfect color ( Color Picker Eye Dropper).

Tips:

8. Voice Typing

Students should learn how to type onto the computer with their voice. Many who struggle with writing by hand or keyboard have incredible verbal expression skills. This one capability will empower and engage more students in writing than anything else we can teach. (I use this when I need to quickly draft a blog post.) Several tools unleash voice typing: Mac's built-in Dictation, Google Docs' Voice Typing tool that you can find inside the Chrome browser, or software like Dragon Naturally Speaking.

Tips:

Use headsets!

Make signs that students can put on their computer to keep others quiet when they're voice typing.

Teach students to say the punctuation they need.

Make sure that they learn to "draft" with their voice by speaking without stopping. If they make a mistake, they should leave it and come back after they're finished speaking into the computer.

9. Socrative

Socrative is another formative assessment tool that I use to see what students know at that moment. (If I had 1:1 iPads or taught math, I'd likely use Formative instead. If I had no technology, I'd use Plickers.)

Tips:

Write a problem on the board and use the open-ended tool to see what students know. No planning ahead, and you have it there!

Prepare quizzes that you can use with students.

Give a practice quiz and see answers come in as students work. Help those who are struggling before they get too far into the quiz so that they can do it correctly and see progress.

10. Scratch

Scratch, by MIT, is my favorite tool for teaching coding because of the strong Scratch user community. The environment makes learning coding with Scratch more like that of learning a higher-level programming language.

Tips:

Save time by having students run their program and record an eight- to ten-second screencast to demonstrate their learning.

Teach students to use Scratch games by other students and to look at the code.

Code can be dragged into the student backpack and reused in their own programs just by changing a few names.

11. Canva

Canva is a powerful design tool. This year, my students made infographics and blog graphics with Canva. I like its predefined sizes -- whether we're using Twitter, Facebook, or designing an ad, the templates and sizes are already set.

Tips:

You can purchase stock photos, but students can also upload and use their own images. (My students are proficient at Adobe Photoshop, so they often make the graphics there.)

Canva has some excellent lesson plans and ideas. (Full disclosure: I designed a few lessons for them in 2014.)

When you've finished an image, you can click "create a copy" and reuse it.

12. Crescerance

Crescerance is the tool that my students use to create apps. While we often write content in Google Docs and design graphics in Photoshop, Crescerance can put it all together.

Tips:

Use Trello to manage the workflow and organize work between students.

Consider a "guild" approach where some students develop graphics, others write content, and others program.

Crescerance has an app that lets you test mobile apps. Even if you don't want students' app to go live, they can see and use it in a safe, private platform. (You can see how this works with my apps from last year by using their app codes.)

What Teachers Say

I asked teachers on Twitter about their favorite apps. Shelley Stanton and Scott Anderson like Seesaw, which is now on my list to use with students to make portfolios at the end of this year. Teachers also use Flipboard, a fantastic way to curate reading. Blendspace, Zaption, Nearpod, Thinglink, Edpuzzle, Piccollage, and Quizziz are just a few that have made it into teacher toolkits but aren't in mine yet. (See the rest of the list here.)

Pick easy-to-use tools that work for you. Tell other teachers what's in your toolkit. And remember, it's about relationship with your students. You're a teacher, not a tool, so pick tools that help you do your job better.

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Tips: Play each Kahoot! set more than once, randomizing the order of questions and answers. This helps students practice and learn. Let students create and share their own games. Embed videos and graphics relating to the topic to improve retention. Many teachers who have moved to blended learning have a learning management system (LMS).

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Finally we have a working Youtube Video Downloader and Cutter Service.

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Freckle by Renaissance - Differentiation Platform for K-12

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With Freckle Education you have the powerful, differentiated resources you need to help all of your K-12 students develop ELA skills.

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Anyon: Social Class and the Hidden Curriculum of Work

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This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical 4 study of curricular, pedagogical, and pupil evaluation practices in five elementary schools.

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The Implicit Bias Test

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

Tonya R. Moon, Ph.D.
Chair, Institutional Review Board for the Social and Behavioral Sciences
One Morton Dr Suite 500
University of Virginia, P.O. Box 800392
Charlottesville, VA 22908-0392
Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Calling all teachers! Put our short videos-featuring team-building activities-on your radar.

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http://www.tolerance.org/blog/anti-bias-teaching-just-got-easier

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Do Something - Take Action through Teaching Tolerance

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Teaching Tolerance - Diversity, Equity and Justice

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May is Asian American and Pacific Islander Heritage Month, and we've assembled some of our favorite related TT resources. Use these articles and this video to celebrate the heritage of this diverse group of Americans with your students-this month and throughout the year.

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http://www.tolerance.org/webinars

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Prison to Pipeline. How does my behavior play a part?

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Introduction

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

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

Essential Questions

1. How does intersectionality relate to identity and justice?

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

Procedure

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

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

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

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

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

GRADES K-2

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

Essential Question: What groups do I belong to?

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

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

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

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

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

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

GRADES 3-5

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

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

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

Informational:
"Parent Power: Raising Kate" by Connie Matthiessen (gender, LGBT)
"Julia Moves to the United States" by Sean McCollum (immigration)

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

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

Literature:
"Chicken Soup: A Russian Tale of Giving" by Irina Starovoytova (class)
The Breadwinner (excerpt) by Deborah Ellis (gender)

Informational:
"Beyond the Barbed Wire" by Helen Tsuchiya and Larry Long (immigration, race and ethnicity)
Susan B. Anthony (excerpt) by Alexandra Wallner (gender)

GRADES 6-8

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

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

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

Informational:
"Welfare is a Women's Issue" by Johnnie Tillmon (class, race and ethnicity, gender)
Gay and Lesbian Parents (excerpt) by Juliana Fields (LGBT, race and ethnicity)

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

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

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

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

GRADES 9-12

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

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

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

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

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

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

Literature:
"Eight Hours" by I.G. Blanchard (class)
The Jungle (excerpt) by Upton Sinclair (class)

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

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Toolkit for "Teaching at the Intersections"

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

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How do we get students to consider perspectives different from their own? How do we get them to challenge their own biases and prejudices? If, as Atticus Finch famously said, "You never really understand a person until you consider things from his point of view ... until you climb into his skin and walk around in it," how do we get our students to do that?

Teachers traditionally turn to literature, history and current events to open up these conversations, but it's always helpful to have a bigger toolbox to tackle such important and difficult issues. That's why we pulled together these 26 short New York Times documentaries that range in time from 1 to 7 minutes and tackle issues of race, bias and identity.

To help teachers make the most of these films, we also provide several teaching ideas, related readings and student activities.

In the comments, we hope you'll share how you use these films in your own classroom.

_________
The 26 Films

* The Collector "We Are Not That" (2 min.)
* The Activist "They Think We're Just Historical" (3 min.)
* The Seller "It's Weird to Me, but It Sells" (2 min.)

Hyphen Nation- What makes someone American? How do you define American identity? In these films, nine American citizens describe their struggle to belong in a nation that both embraces and rejects them.

* Mallika (2 min.)
* Jason (2 min.)
* Amanda (1 min.)
* Roy (1 min.)
* Russell (2 min.)
* Wendy (1 min.)
* Ayman (2 min.)
* Armando (2 min.)
* Michaela (2 min.)

The latter three series were produced in collaboration with " POV," television's "longest-running showcase for independent non-fiction films." For more educational resources from "POV," visit its website.
__________ Teaching Idea #1: Ask Open-Ended Questions for Reflection and Discussion

Horsing around with white friends in a parking lot as a teenager, only one person got singled out.

Sometimes the best way to prompt reflection and discussion after watching a film is simply to let students share their personal reactions. The four open-ended questions we use in our weekly Film Club are intended to encourage thoughtful and honest dialogue. Students might write a response first, or meet in partners or small groups before discussing with the class as a whole.

* What moments in this film stood out for you? Why?
* Were there any surprises? Anything that challenged what you know - or thought you knew?
* What messages, emotions or ideas will you take away from this film? Why?
* What questions do you still have?

While students watch the film, they can take notes using our Film Club Double-Entry Journal (PDF) to help remember specific moments.
Teaching Idea #2: Offer Students Choice

It doesn't get more American than putting your hand over your heart at a Yankees game. And it doesn't get less American than being called a terrorist at a drug store.

Different film topics might appeal to different students and classes. If you plan to watch one or more of these films as a class, you can do a quick survey to decide which film in a series to watch. Or, if students are watching on tablets or laptops, you can let them decide individually or as small groups which film or films they'll watch.

If students do end up watching different films, you can have them share their observations and reflections with the rest of the class in a jigsaw activity or class share.
Teaching Idea #3: Go Further With Short Activities

These 26 films raise all sorts of questions about how we see other people, how they see us, and even how we see ourselves.

Extending classroom discussions with formal activities can help push the conversation forward and help students draw connections between their own lives and the ideas expressed in these films. Here are just a few possibilities that can be used before, between or after watching.

Short readings that provide additional perspectives or entry points for exploring issues of race, bias and identity can also deepen the conversation. We selected the following from Facing History and Ourselves' collection of resources:

* "Little Things Are Big" by Jesús Colón (also used in our Text to Text lesson plan)
* "The Bear That Wasn't," an illustrated children's book by Frank Tashlin
* "The Danger of a Single Story" by Chimamanda Adichie
* "Orientation Day", a short personal essay by a 17-year-old student, Jennifer Wang
* Defining Race, short readings about "race" as a shifting social construct
* The Blink of an Eye, short readings about unconscious or implicit bias
* Words Matter, an interview with Niin, an Anishinaabe woman of both Cree and Ojibway descent
* The 'In' Group, a reflection by Eve Shalen, a high-school student
* Street Calculus, a cartoon by Garry Trudeau

For most of these readings, Facing History provides connection questions or even a related lesson plan.
Teaching Idea #5: Take Action

These films naturally raise questions about the daily choices we make, consciously or unconsciously, to treat others with respect and dignity. They also push us to think about the lengths we should go to as schools, communities, a nation and as a world to make sure that all people are treated fairly - so, as Dr. Martin Luther King Jr. stated, people "will not be judged by the color of their skin but by the content of their character."

Students can brainstorm:

* What can we do in our individual lives to make sure others are treated with respect and dignity, and not based on stereotypes and prejudice?

* What can we do as a class or as a school to make sure our community is welcoming of people from different backgrounds - different races, ethnicities, religions, disabilities, gender and sexual orientations?

* And what about as city, state, nation or world? What can we do to make a difference in promoting equality and understanding across divides and in the face of intolerance?

Then, as individuals or as a class, students can come up with their own plans of action to challenge stereotypes and fight against discrimination.

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26 Mini-Films for Exploring Race, Bias and Identity With Students (Published 2017)

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How do we get students to consider perspectives different from their own? How do we get them to challenge their own biases and prejudices? If, as Atticus Finch famously said, "You never really understand a person until you consider things from his point of view ...

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diversity, power, privilege eddie moore.pdf

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exploring best practices on leading diversity strategically.pdf

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why are all the black kids sitting alone.pdf

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jerry pinkney role playing and discovery.pdf

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Access Kids Discover's award-winning library of Science, Social Studies, and High-Interest Nonfiction on any device, for one low price. Perfect for Grades 3-8. Educator, School, and District Options. Single Sign-on with Google and Clever. Interactive Content. Assessments and Lesson-Planing Tools.

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Culture of Japan

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Poverty and World Wealth
Use m&ms

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It is one thing to have a castle built; it is quite another to build a castle. With the exception of eight months off because of injuries he sustained in a car accident, Mr. Noz has worked on his castle - designed strictly from his childhood memory - every weekend since 1988, mixing his own mortar in a wheelbarrow, forging the iron bolts, latches and other hardware, making the oak doors and fir spiral staircases and laying the bricks, about 40,000 and counting, by hand (he occasionally uses a forklift). Including slate for the roofs, imported from China, and the odd gargoyle, Mr. Noz estimates he has spent $150,000 so far, and 500 hours a year.

The grand plan is for Mr. Noz and his wife, Diane, an Iowa native who works as a special education aide, to retire here, though the castle is only half-completed, with four more towers to come. Its Rapunzel-like forms rise surrealistically from a dried-up reservoir, about a 15-minute drive from the Nozes' home on a quiet suburban street in Denair (population 3,400). Even there, the Noz touch is apparent in the basketball hoop attached to a miniature bell tower in the driveway - with a real bell - and an indoor fish pond under the staircase, currently fishless because of a slow leak.

Mr. Noz first visited the United States in 1977 as a 20-year-old on a family vacation. Several months later, his father, Francis, a patent attorney, bought his son a plane ticket to San Francisco, where Mr. Noz eventually became an apprentice to a high-rise builder. To his European eye, California was the promised land. "I looked at those houses in America, which were a bunch of two-by-fours, and thought, boy, this is easy - anybody can build a home in the U.S."

Mr. Noz is thought to be the first person to file plans for a medieval castle with the Merced County building department. He was required to meet state seismic regulations and load requirements, said Lydia Clary, the county's supervising building inspector, and an architect was required to sign off on the plans. Ms. Clary said she was struck by Mr. Noz's unusual attention to detail. "He actually vacuumed the footings, or holes for the concrete foundation, so there wouldn't be any loose dirt," she said.

Rosie Burroughs, whose organic grass-based dairy adjoins the castle, has watched her neighbor's progress with fascination.

"He has an incredible gift of creativity," Mrs. Burroughs said. Locally the castle has become the go-to place for Halloween potluck dinners and seventh-grade Renaissance field trips in which students joust with swimming-pool noodles.

But it was not always so. Mrs. Burroughs recalled her first encounter with Mr. Noz. "I had a gun drawn on me," she said. "Ten years later, we got reacquainted."

Even before the castle, the landscape was changing, as open grasslands susceptible to scourges of grasshoppers gave way to dusty almond orchards. The evolution was the result of Caterpillar tractors that could rip through the hardpan and drip irrigation systems that allowed orchards to grow on hillsides, away from gravity-fed canals.

Today, almond orchards are the castle's unofficial pleasure gardens, though few outside the neighborhood know it exists. But on Labor Day, it may have its moment of glory, as foodies from Slow Food Nation in San Francisco - in what is billed as "the largest celebration of American food in history" - tour grass-based dairies, stopping at the castle for a lunch of regional wines and cheeses. Their guide will be Joel Salatin, the grass-farming hero of "The Omnivore's Dilemma" by Michael Pollan.

But as a dream house, the Kasteel Noz is unlikely to stir the popular imagination in the manner of a legendary castle down the coast.

"Just like me, he had a heck of an idea," Mr. Noz said of William Randolph Hearst. "But he didn't lay a single brick."

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Brick by Brick, a Weekend Warrior Builds a Medieval Retirement Home

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It is one thing to have a castle built; it is quite another to build a castle.

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good for quick writing brainstorming.pdf

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JaySmooth - Racism and Dental Hygiene TED Talk

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TEDxHampshireCollege - Jay Smooth - How I Learned to Stop Worrying and Love Discussing Race

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Jay Smooth is host of New York's longest running hip-hop radio show, the Underground Railroad on WBAI 99.5 FM in NY, and is an acclaimed commentator on politics and culture. In this talk, he discusses the sometimes thorny territory of how we discuss issues of race and racism, offering insightful and humorous suggestions for expanding our perception of the subject.

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The New Jim Crow Era

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Newsela | Making Things That Change The World: STEAM & The Black Experience

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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our group of friends teaching tolerance.pdf

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psychological experience of students of color.pdf

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key questions to lesson planning udl.pdf

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10 tips for designing engaging learning environmet.pdf