In the late nineteenth and early twentieth century, Oklahoma was a haven for Black Americans seeking freedom and economic opportunity. The Greenwood neighborhood of Tulsa, with its bustling business district known as the “Black Wall Street,” was the nation’s most affluent Black community, a central hub of entrepreneurship and activism. But by June 1, 1921, Greenwood lay in ruins, victim to a massive wave of violence and looting committed by a mob of their White neighbors, in what is now known as the Tulsa Race Massacre. Against all odds, the survivors fought to rebuild their lives and livelihoods, even as powerful forces tried to bury Greenwood forever. This incredible story of dignity in the face of devastation shows the depths of human cruelty — and the heights of human resilience.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

An interactive reference work on the UN Sustainable Development Goals with short introductions to the goals, the official translations and numbering of the 17 goals and the 169 underlying targets, zoom in / zoom out at goal or target level, powerful search function, and "deep" hyperlinks to the UN website about the goals.Compact and online available interactive reference work that can be useful in all kinds of learning activities related to the SDGs.Currently available in English, Spanish, French and Dutch.Free to use online, but also to download and "embed" in other websites (HTML5); the source code is also freely available (MMAP).

An interactive reference work on the UN Sustainable Development Goals with short introductions to the goals, the official translations and numbering of the 17 goals and the 169 underlying targets, zoom in / zoom out at goal or target level, powerful search function, and "deep" hyperlinks to the UN website about the goals.Compact and online available interactive reference work that can be useful in all kinds of learning activities related to the SDGs.Currently available in English, Spanish, French and Dutch.Free to use online, but also to download and "embed" in other websites (HTML5); the source code is also freely available (MMAP).

All of these children are part of U.S. child labor history, where many children were exploited by companies, working long 10-12, sometimes 16 hours shifts for as little as pennies a day. These kids were exploited until unions and federal and state labor laws protected kids. From 1870 – 1890, child labor increased three fold. 1870 was the 1st U.S. census that reported child labor statistics, and 750,000 children worked. Child labor peaked in 1900 when 18.2% of all U.S. kids under the age of 16 WORKED, often at very dangerous jobs.

Word Count: 175609

(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.)

This collection uses primary sources to explore the Underground Railroad and the Fugitive Slave Act of 1850. 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.

Short Description:
An environmental scan to provide a snapshot of resources, tools, and training available at 25 BC post-secondary institutions and 4 BC-based organizations focused on social justice, equity, anti-racism and anti-hate work. Individuals are welcome to use the resources to begin or expand their journey of learning anti-racism and anti-hate work recognizing that this is a continuous journey of learning and unlearning. Using the emergent framework in the scan and reflective questions, individuals can reflect on how to move from awareness to intentional and inspired action to drive meaningful and systemic change in their roles, departments and institutions.

Word Count: 7237

ISBN: 978-1-77420-163-3

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A Case Study for British Columbia

Short Description:
This case study explores the ways in which wildfire events impact individual health and livelihood from a micro, meso, and macro level. The case study walks the learner through an introduction to how climate change further exacerbates wildfire occurrence, alongside the myriad health impacts that stem from wildfire smoke exposure.

Long Description:
This case study explores the ways in which wildfire events impact individual health and livelihood from a micro, meso, and macro level. The case study walks the learner through an introduction to how climate change further exacerbates wildfire occurrence, alongside the myriad health impacts that stem from wildfire smoke exposure. Notable importance is given to the need to advocate for Indigenous Sovereignty and traditional ways of knowing around wildfire management. Lastly, through the sharing of a case example from the lived experiences of individuals who fled the 2021 Lytton, British Columbia wildfire, the learner is challenged to consider upstream approaches to emergency preparedness in the face of foreseeable future calamities.

Word Count: 7373

(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 is the long-term harm and wider impact of mass incarceration on people and communities of color? The racial caste system established and perpetuated by mass incarceration continues beyond a prison sentence and extends into families, communities and society at large. The criminalization and demonization of black men creates a “prison label” of stigma and shame that damages the black community as a whole.

Short Description:
The OER Program and Dr. John Archer Library will be facilitating OER Bootcamps to provide faculty and staff the opportunity to acquire basic information on Open Education Practices including hands-on opportunities in OER creation and development. These sessions would benefit those initially interested in using OER in the teaching and learning activities as well as those further along in their open education journey. These sessions are planned to occur each spring to jumpstart instructor OER development efforts for the year. This resource will be a collection of these sessions including video recordings and handouts for those unable to attend.

Word Count: 3173

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Within the last few years, the demographics of Barnard Environmental Science and Technology School has changed significantly. When I began teaching there four years ago, there was a large Multilingual (ML) population, but not enough to have a full-time ML teacher. The majority of the students who qualified for ML services spoke Spanish. In my first year of teaching at Barnard in 2017, the school began enrolling refugee families from Western Asia, primarily Afghanistan. Between 2017 and 2020 the number of students from Afghanistan rose exponentially, to the point where not only did the school administration make the original ML teacher full-time, but also decided to hire another full-time teacher, which is how I came to have my current job. As of 2021, very close to 50% of the ML students at Barnard speak Pashto, one of the languages of Afghanistan. Spanish is the second most spoken language, followed by Arabic.

I have been looking at the materials that the district has provided as well as what the school might be able to purchase in the future. Most of what I see for Newcomer and refugee students are textbooks explaining how to survive in a traditional American school. There are common phrases, basic English and many smiling faces. These textbooks can be useful, but they oversimplify or do not address the complexities of what it means to be an American, an immigrant or a refugee. They do not address how and why English came to be the language of this country or the racialized structure of U.S. society. They certainly do not touch on the role race (and racism) have in “English as a Second Language” education. By curating resources at various English language levels that positively affirm the identity of multilingual, immigrant, and refugee students, the connection to the content will become more meaningful. Allowing students to have an active role in curating the content and being able to tell their own stories will ensure that the narratives showcase their personal identity and present the message that they would like others to see.

Rationale: Oftentimes, ML students, especially Newcomers, are seen as being in a deficit because they do not know English or are still learning English. They are excluded from many in-class activities and assignments. I want to disrupt this assumption about ML students as not being able to understand concepts that may be more complicated or require analysis and higher order thinking skills, like racism and its effects on education. Instead, I want ML students to feel as though they can not only grasp the content, but contribute to a better understanding for everyone through authentic representation and sharing of their experiences, languages, and cultures.

Queer Chisme is a cultural intuitive way of knowing rooted in survival by womxn, queer, trans, and those at the margins to survive cisheteropatriarchal structures (Gonzalez, 2021; Gutierrez, 2017; Trujillo, 2020). The chisme exposes power imbalances and cultivates community and safety with those who we can build kinship with to resist and exist in collective spaces. I use chisme as a way to share care, to mobilize towards advocacy, and expose inequities in higher education (Gonzalez, 2021). I invite you to listen and use this queer chisme sensory audio experience to reflect, move towards healing, and learn more about the power within you.

This is the story of the Virgen de Guadalupe ……… the Queen of the Americas… one of the most important parts of Mexican history in the last 500 years and one of the most important historical events in all of the Americas….
whether you believe or not…. or whether it’s true or not…..
Her importance is undeniable and indisputable…
Her image can be found nearly everywhere… she is essentially a national symbol for Mexico….. Why?
Why is she so important? Who is the Virgin Guadalupe?

Here is her story…

As a primary-level teacher, I am responsible for creating a classroom that operates as a community, with everyone’s voice included in the day-to-day environment and provides opportunities for students to learn through literature, science, technology, engineering, art and mathematics. Key components of our school theme include equity and inclusion making social-emotional learning integral to any academic learning that takes place throughout the day. This unit will provide my students the opportunity to build an understanding of how we are all important to help make positive changes the world in the ways that we can.

This unit centers around two pedagogical ideas within the context of the secondary English classroom. The first is that by sharpening skills of critical analysis, students can use those skills across multiple disciplines and in their lives outside of school. The second is that students need more opportunities to respond to texts through the creation of their own texts. Drawing from work that I do in my own classroom, the structure of this YNHTI Seminar led by Dr. Ferguson, and changes happening in college-level composition courses like the First Year Writing course at UCONN, this unit asks students to apply skills of critical analysis to three visual texts by Clotilde Jimenez and then respond to those texts by composing a creative text of their own. Intended to be a unit done with students in the beginning stages of the school year, this unit will provide a foundation for visual literacy skills that can be put to use in other arenas of study both in the English classroom and in other classes throughout the rest of the academic year. For this unit, the three visual texts are all by the artist Clotilde Jimenez, an artist who works primarily in mixed media collage.

During this course of study, students will read the short fiction of writers with a broader perspective. It is my hope that through experience of the work of a group of diverse female writers that students will be able to examine an author’s text and life experience in order to determine their point of view. They will be asked to learn about different writers, analyze what aspects of their life are important, determine why it is that they chose this topic to write about, and cultivate their own views about what the writers view as important. Also, during this process, they will have the opportunity to write about what they determine is important.

Roxane Gay states that writing itself is a political act.2 I would agree. I think writing is a way for the writer to exert their power. My students often feel they have no voice, but there are a multitude of ways for underrepresented voices to be heard including, but not limited to, expressing political power. As young people, it is important for my students now to start thinking about what is important to them. In their research, Xu, Mar and Peterson found experience has an important impact on political views. It is important for my students to have experiences.3 While my students don’t have the right to vote, they have the ability to cultivate their voice to determine what issues are important to them and what their stance is on those issues. In the long term, this will be very important when they do reach the age to become voters.

It is my hope that through the study of writers like Chimamanda Ngozi Adichie, Sandra Cisneros, Toni Morrison, and Nadine Gordimer, among others, that my students will start to see how women have regained their power through writing. I want my students to find their voice like Roxane Gay, who overcame adversity and found her inner strength, her inner voice, through the written word .4 This is what I want for my students. I want them to be able to cultivate their own voice to share with the world so they can be heard. One of the ways we will do this, just as Gay talks about in finding her own voice, is through reading the writing of powerful women and my students’ own writing.

This rubric is designed to evaluate heritage language lessons that may extend over a few periods or days, or units that include both integrated and focused lessons that extend over a longer period of time. The criteria and measures are designed to assist educators in determining the strengths of materials and instructional activities and their ability to be utilized in culturally and linguistically sustaining classrooms.

Mass incarceration is fueled by a highly funded and minimally constrained criminal justice system that traps people branded as “criminals,” even individuals without a criminal record, into a permanent undercaste.

These 5 posters celebrate influential Americans of Chinese Descent in the state of Washington! 

Black Washington is the Washington State Historical Society’s ongoing initiative to commemorate the presence, contributions, and evolving impact of local Black communities..Read, watch, and listen to stories about community organizing, engaging in labor and operating business, striving for civil rights, achieving education, pursuing the arts, and overcoming adversity and racism.