Students write and perform a skit or monologue that brings awareness to a specific issue addressed in the text.

Students produce original art (visual art, music, drama or poetry) that conveys an anti-bias or social justice message. Students then plan a public showcase of their work.

Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem.

Students choose a mode of expression—e.g., writing, art or storytelling—to share theme-related ideas and feelings with a “buddy” from outside the classroom.

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

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.

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

Students work in groups to role-play or tell stories about real life situations related to fairness, community, diversity or social justice themes. Students then perform their skits or stories for others as part of a class-wide “fairness fair.”

Students review films related to a theme in the central text, then plan, prepare for and host a community film festival.

Students create a display of artifacts to represent aspects of their identities.

Students interview one another, then draw or paint portraits containing symbols that represent the subject’s identity, beliefs, values or areas of interest.

Students create visual self-portraits that contain symbols representing the student’s identity, beliefs, values or areas of interest related to diversity, anti-bias or social justice.

Students invent a product or process that solves a social problem discussed in the central text.

Students plan, write, edit and distribute a piece of print or digital journalism about a relevant social problem or issue.

Students produce digital media to raise awareness and encourage change related to an anti-bias theme.

Students create and perform a music or dance piece related to themes in the central text.

Estimated time Two to three weeks Why? One of the ways young students become invested in the democratic process is by become empowered advocates for civic participation in their local communities. When younger students

Students conduct interviews and record personal experiences focused on a specific theme from the central text. They then synthesize and present the information as a an article, pamphlet, poster or other medium of their choice.

Students conduct interviews and record personal experiences focused on a specific theme. They synthesize and present the information as a drawing, poster, paragraph or bulletin board.

Students write to a business, school or community leader to call for action in response to a social justice issue from the central text. Alternatively, students can write open, persuasive letters to their peers or family members.

Students put together and collectively display sets of photographs that convey stories, feelings or messages related to themes in the central text.

Students work in small groups to write and illustrate an original children's picture book to teach others about a social justice or diversity topic present in the central text.

Students write and share original poems and stories about community issues or themes present in the central text.

Students design, create and perform a puppet show to teach others about a diversity, anti-bias or social justice theme from the central text.

Students investigate, interview and profile a person working for equity and social change. The person can work on the local, national or international level, with an organization or as an individual. The compiled profiles will form a resource for other students in the future.

Estimated Time One week Why? Sharing a book they love helps students develop empathy. Articulating why the book is meaningful to them challenges students to communicate their thoughts and feelings in writing

Students write informed letters to corporate or elected officials, outlining their views on a social issue and calling for specific action.

Students organize and facilitate a live Twitter chat to raise awareness of an anti-bias theme or social justice issue and to encourage change related to this issue.

Students use online resources to analyze current voter registration and turnout rates in their state and local community. They also explore potential roadblocks to the voting process (e.g., felon disenfranchisement and voter fraud).