"young children are capable of doing amazing things, dar more than is usually expected of them" (Cowhey 37).

Students are curious about the way others do things

Everyone learns/communicates differently, but it is important to be able to understand each other (example: the car washers in Cowhey 1)

Helping ELLs speak more English so that they are able to communicate easier in the United States.

Food drives for holidays. ex: "a crew of family members helped my students bake.. a dozen pumpkin pies and several batches of cookies" (Cowhey 44).

Including families in ideas incase the class cannot participate for some reason. This way the families can be involved and do other things within the community on their own as well.

Allow students to share their thoughts and get back to them later if it is not the appropriate time.

“We’re changing our plan,” I announced" (Cowhey 60). Sometimes you need to be flexible in planning!

Some students may believe in things that other students not believe in, but you need to acknowledge their beliefs.

Passing teachers would pop their heads in to say, “I just want to compliment you on your very neat lineup of boots out in the hallway.” The children said thank you with pride. (Cowhey 70).

Talking about the idea of what being equal is in certain situations

greeting others with "hello" and "good morning" (Cowhey 73)

Can bring up questions of why families parental dynamics are not the same.

Students are able to inquire about individuals around the classroom that are/are not like them.

different cultures and traditions can be brought up to other students

Making a text-to-text connection during a read-aloud (Cowhey 239)

Using at home finds in the classroom (ex; kente cloth) (Cowhey 269)

Sending home letter so that parents can recap with students what they learned in class.

Doing at home-visits

Field trips with home guests

Allow students to discuss about current situations such as the Gay Pride March (Cowhey 239)

connecting a social studies unit to another subject (math and graphs in the shirt activity)

do "mock" activities for things that happen in real life such as debates and voting

include definitions to vocabulary that may be included in the unit

through engaging activities, such as looking at where your shirt is from.

introduce voting and current events that are going on

describe a humans rights and how they can use their rights now and when they are older.

introduce organizations and their purposes

incorporating poems into lessons such as "Color", "Poem", and "My People" (Cowhey 128).

Ask students questions that are open-ended on such as how they believe they can make peace in this world.

Teaching words such as "Vocabulary words such as strike, organize, boycott, protest, and ally" (Cowhey 119).

Can teach debates and how they are used in the community.

teach them about important words that relate to social studies such as "Forgiveness is an act of much hope and not despair. It is to hope in the essential goodness of people and to have faith in their potential to change" (Cowhey 123).

introduce important figures that played a role in history "Rosa Parks and Martin Luther King Jr"n (Cowhey 172)

always consider equality and justice. "The purpose of education in an unjust society is to bring about equality and justice" (Cowhey 173).

understand students may get different opinions from what they hear/see from home.

do not ignore opinions that students may have about certain topics (even if you do not agree)

Encourage students to educate themselves even further on topics that we discuss in class

"encourage children to make connections (text-to-text, text-to- self, and text-to-world)" (Cowhey 181).

include real life examples that allows them to understand a situation better.

Connect different ideas such as what is being learned and how they can connect to certain rights you have. (education is a right but it is sometimes not as easy to access for some families)

"multifaceted listening, where groups of children listen to each other and reflect on ideas and experiences to develop multiple perspectives" (Hammond 6). Students should be able to learn from more than one perspective.

introduce local food drives and how students may be able to help

"Students in one classroom at each grade level were taught a wealth and poverty" (Nenadal 46)

Children should be taught to understand their rules in creating a socially just world instead of learning the basic core subjects.