This activity asks students to read and compare the language of selected civil rights legislation.By tracing the changes in language (from "handicapped" to "people with disabilities," for example) and the necessity of restating and reinforcing Constitutional rights, the analysis likewise asks them to think about prejudice, stigma and fundamental rights and freedoms.

In this lesson, students will examine the cliques within their school community. They will also explore ways to integrate the student body and form relationships across, and in spite of, controlling cliques.

Students create visual artwork combining various images to convey diversity or social justice issues, concerns or themes related to the central text.

This lesson is the first lesson of the series The Color of Law: The Role of Government in Shaping Racial Inequity. In this lesson, students examine the local, state and federal policies that supported racially discriminatory practices and cultivated racially segregated housing.

This lesson is the third and final lesson of the series The Color of Law: The Role of Government in Shaping Racial Inequity. In this lesson, students examine policies that supported and cultivated the creation of the white middle class and the practices that excluded black and nonwhite people from economic development.

Students produce original art that conveys an anti-bias or social justice message then work with school staff to plan a public showcase of their work.

Students showcase artwork and nonfiction writing that addresses issues they found in the text. The result is a visual, collaborative and creative representation of student learning and ideas. An alternative to the bulletin board is a community newsletter.

Students create a large-scale artistic depiction in a community space. As an alternative to the community mural, students can create a set of informational posters that reflect a diversity topic or social justice theme.

Students compile and publish a showcase of artwork and nonfiction writing addressing issues found in the central text. The result is a creative representation of student learning, opinions and ideas.

Students create a community puzzle mural, a large-scale artistic depiction, usually displayed in a community space. Puzzle pieces covered in student’s artwork relating to diversity, anti-bias or social justice themes from the central text comprise the mural.

Students create “trading cards” spotlighting diverse community members who work toward social justice goals that connect to themes from the central text.

This lesson will introduce students to the need for practicing inclusivity and empathy when engaged in digital communication.

Students examine the history of political art. They then create their own murals, political cartoons or posters, demonstrating an understanding of social justice issues.

The civil rights movement of the 1950s and ‘60s, during which Dr. Martin Luther King Jr. came to prominence as a spokesperson for black people seeking equality, has been the catalyst for many contemporary civil rights movements (e.g., the Chicano movement, labor movement, environmental movement, women’s movement, LGBT civil rights movement, immigrant workers rights). This lesson invites students to see that they are part of a continuum in the long struggle for equal rights for all people.

This lesson helps students explore, confront and deconstruct stereotypes targeted at Muslims. Students will learn about the impact of Islamophobia and create an anti-Islamophobia campaign to display in school.

The purpose of these lessons is to help students think about how to resolve difficult ethical decisions related to injustice. By role-playing, researching people who have made courageous ethical decisions, and writing about their own role models, students will come to understand the importance of standing up for what they believe in.

Many religions have things in common. At the same time, each is unique. In the shared category, Islam, like Christianity and Judaism, descends from the first five books of the Bible. That’s why some people refer to members of all three religions as “followers of the Book.” Some people also call the three religions “Abrahamic” because they all descended from Abraham. In the unique category, Jews were the first to believe that there was one God; Muslims believe that Muhammad was God’s messenger and Christians believe that Jesus Christ was the Messiah.

In the same way that religions are both alike and unique, so, too are the members of those religions. In this activity, students learn more about Muslims in the United States and practice graph-reading skills.

This lesson explores the complexities of a situation in which immigrant students attend a school that is plagued with racially motivated violence. Working in small groups and as a class, students will discuss possible solutions and outcomes and apply their problem-solving skills to issues affecting their own school and community.

When we put ourselves in another person’s shoes, we are often more sensitive to what that person is experiencing and are less likely to tease or bully them. By explicitly teaching students to be more conscious of other people’s feelings, we can create a more accepting and respectful school community.

The overall goal of these lessons is to help students develop their racial or ethnic identities in a safe and open classroom environment. Each lesson capitalizes on a slightly different modality of learning. The lessons