creating equity through art

Essential Question

How can we create equitable learning environment through and with art
How can I learn more about other people?

Texts

Informational

Peace Begins With You

Katherine Scholes begins this informative piece by describing the multi-facted nature of the word "peace" and what it can mean to different people at different times. Then she provides concrete ways that each of us can be a peacemaker.

Katherine Scholes

Grade Level

K-2 3-5

Subject

Civics

History

Economics

Geography

Topic

Bullying & Bias

July 3, 2014

Literature

The Clever Boy and the Terrible, Dangerous Animal

This clever boy teaches the villagers that they should not be afraid of something just because they have never seen it before.

Jeff Sapp

Grade Level

K-2

Topic

Bullying & Bias

July 3, 2014

Teaching Strategies

Exploring Texts Through Read Alouds

Developing Language to Talk About Texts

This strategy gives students tools to use when exploring, thinking about and discussing read-aloud texts.

Grade Level

K-2

CCSS

RL.K-2.3

July 13, 2014

Exploring Texts Through Read Alouds

Liberation Literature and Counter-narratives

This strategy exposes students to literature that places out-group identities at the center of the curriculum.

Grade Level

K-2

CCSS

RI.K-1.1

July 13, 2014

Student Tasks

Do Something

Buddy Share

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.

Grade Level

K-2

July 13, 2014

Do Something

Community Spotlight Cards

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

Grade Level

K-2

July 13, 2014

Plan Built By

mlgalassoart303

creating equity through art

Peace Begins With You

The Clever Boy and the Terrible, Dangerous Animal

Developing Language to Talk About Texts

Liberation Literature and Counter-narratives

Buddy Share

Community Spotlight Cards

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