This lesson revolves around Sherman Alexie’s poignant yet humorous and accessible essay, …
This lesson revolves around Sherman Alexie’s poignant yet humorous and accessible essay, “I Hated Tonto (Still Do).” It explores the negative impact that stereotypes have on the self-worth of individuals and the damage that these stereotypes inflict on pride in one’s heritage. The reading is supported by a short video montage of clips from Western films. The clips offer students the opportunity to evaluate primary sources for bias and bigotry, as well as providing context for the protagonists’ experiences in the essay.
This video segment explores how the song Strange Fruit became one of …
This video segment explores how the song Strange Fruit became one of the best-known and most enduring songs of protest. In 1939, the legendary blues singer Billie Holiday performed the song as a daring criticism of the commonplace practice of the lynching of African-Americans. Civil rights groups such as the NAACP had made countless appeals, but it was Holiday’s haunting rendition that made it impossible for white Americans and lawmakers to ignore the widespread crime.
A second video segment includes the story of Abel Meeropol, son of Russian Jewish immigrants and a high school English teacher in the Bronx neighborhood where he was born, wrote a poem entitled Strange Fruit. This video discusses how the poem would later be performed by the legendary Billie Holiday as a song of protest, bringing national attention to the crime of lynching. https://opb.pbslearningmedia.org/resource/bf09.socst.us.prosp.songborn/abel-meeropol-billie-holiday-and-a-song-born-in-protest/
Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
In my Latino/Latina literature class, my primary intent is to help my …
In my Latino/Latina literature class, my primary intent is to help my students see the inequities created in our society by pervasive racism and discrimination. This project asks that the students watch two hours of
muyedobotongji, published during the reign of King Jeongjo of the Joseon Dynasty, …
muyedobotongji, published during the reign of King Jeongjo of the Joseon Dynasty, is currently listed as a UNESCO World Heritage Site in North Korea.It was registered as a documentary heritage, and it is a cultural heritage that was designated as Seoul Intangible Cultural Heritage No. 51 in 2019 by the Seoul Metropolitan Government Department of History and Culture.
A Good Time for the Truth explores race and intersectionality in Minnesota. Published …
A Good Time for the Truth explores race and intersectionality in Minnesota. Published in 2016, it experienced a resurgence after the murder of George Floyd. The authors, all from Minnesota, write personal memoirs about how race in Minnesota has affected their lives. The book provides a lot of great material for freshman composition courses. Plus, it is, quite simply, a book that everyone must read.
Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions …
Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions
Short Description: A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Supporting Survivors is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners respond supportively and effectively to disclosures of sexual violence. It includes a discussion of available supports and resources, the differences between disclosing and reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. (The slide deck that accompanies this resource can be downloaded from the Introduction).
Long Description: A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Supporting Survivors is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners respond supportively and effectively to disclosures of sexual violence. It includes a discussion of available supports and resources, the differences between disclosing and reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. (The slide deck that accompanies this resource can be downloaded from the Introduction).
Word Count: 20212
ISBN: 978-1-77420-108-4
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
What do educators need to participate in an open and honest conversation …
What do educators need to participate in an open and honest conversation about the content of The New Jim Crow? Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism.
Word Count: 17394 (Note: This resource's metadata has been created automatically by …
Word Count: 17394
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description: Their Eyes Were Watching God (1937) is a classic Harlem …
Short Description: Their Eyes Were Watching God (1937) is a classic Harlem Renaissance novel by American writer Zora Neale Hurston. The novel follows Janie Crawford as she recounts the story of her life as she journeys from a naive teenager to a woman in control of her destiny.
Long Description: Their Eyes Were Watching God (1937) is a classic Harlem Renaissance novel by American writer Zora Neale Hurston. The novel follows Janie Crawford as she recounts the story of her life as she journeys from a naive teenager to a woman in control of her destiny.
Word Count: 61281
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
This collection uses primary sources to explore Zora Neale Hurston's Their Eyes …
This collection uses primary sources to explore Zora Neale Hurston's Their Eyes Were Watching God. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
This unit is designed to help eighth grade students build a working …
This unit is designed to help eighth grade students build a working definition of identity, first by exploring their own identities. Deepening awareness of identity, students will identify different internal and external characteristics to heighten their understanding. This is intended to be a simple way to parse the complex topic of identity. For many students, family and cultural expectations have already predetermined their future. Depending on the structure of their family, these expectations may be based on outdated traditions that may need to be abandoned because they are a mismatch for young generations. Therefore, the priority goal for this unit is to fuel the next generation to maintain and establish expectations that best suit them. Instead of losing their sense of self, in an effort to satisfy and please their family, students will learn self-advocacy.
At the core of the curriculum and educational mission of King Robinson Interdistrict Magnet: An International Baccalaureate STEM School are certain ubiquitous goals which drive all aspects of this unit. Among these goals is to integrate units and individual lessons with the two magnet themes. When done successfully, students become empowered to be responsible, productive and engaged 21st-century global citizens, who are respectful, open-minded, and reflective students with positive attitudes. Through inquiry-based learning, students will use their skills to take actions that lead to positive contributions to the world.
Unit and Task Pacing Guide: This unit is designed for six to eight weeks of instruction. The outline follows forty-five minutes of instruction that is systematic, explicit, and structured for five consecutive days each week.
This curriculum serves to assist middle schoolers develop and explore “femaleness” as …
This curriculum serves to assist middle schoolers develop and explore “femaleness” as a fluid construct of identity. Using literature and nonfiction text, students will be asked to critically analyze female characters, their roles and choices as presented. In New Haven, the current core text being used is The House on Mango Street (THOMS) by Sandra Cisneros, and while this curriculum uses THOMS as a “foundational” text, other texts could serve as viable options. The text serves as a launchpad for whole class and small group discussions. Having a common or a foundational text not only provides students with a shared literary experience from which they can develop a common language, but it also allows students to create a barrier of safety--a level of personal distancing. This personal distancing shifts classroom discussions away from individual experiences that may subject students to judgments that sometimes accompany discussions related to topics of gender and sexuality. Negative judgments would have a deleterious and stifling effect on not only classroom discussions but run contrary to what the curriculum hopes to achieve--a nonjudgmental exploration of women and their roles in the world.
Students will gain voice and language through exploration of the fluidity of the construct of femaleness. The curriculum attempts to expand initial literature inquiries into the female construct by providing students further opportunities to explore, discuss, synthesize and refine ideas using nonfiction texts concerning women, their roles and world placement using various sociological, economic and political lenses. Exposing students to a diversity of voices of and about women through both the dramatic narrative, essays and other multimedia concerning the economics, sociological and political aspects of womanhood should serve as a contextual backdrop which for some students may be a first inquiry into unquestioned acceptance of what it means to be female. The curriculum seeks to compel students to think critically about what it means to be female, look beyond traditional binary frameworks of male versus female, single versus married ideologies and seeks to have them reevaluate what may be familiar female images. It asks students to examine and question the possibility of limitations of their constructs of “femaleness.”
Using reflective writing, small and large group discussions, students will develop voice, and identity, appreciate the multi-dimensions and perspectives contained within the construct of the female and its intersections of sex, class and race. The curriculum forces students not only to gather information about women from fictional narratives and historical sociological, economic and psychological essays but it asks them expend synergistic energy to evaluate various expressions to develop agency, to not be victims and determine their role in the depicting what it means to be “female.”
This article discusses some of the tools used to study History such …
This article discusses some of the tools used to study History such as calendars, periodization and the effect that historical bias has on how we label and record time.
This collection uses primary sources to explore the Transatlantic Slave Trade. Digital …
This collection uses primary sources to explore the Transatlantic Slave Trade. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
In this lesson, students learn about the expansion and restriction of voting …
In this lesson, students learn about the expansion and restriction of voting rights in the United States, examine court rulings, discuss voter disengagement, and explore a voting rights timeline. Students will also learn how to register to vote.
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