In this lesson, students will deconstruct common myths about immigrants and the process of immigration in the United States. They will also have an opportunity to share their knowledge with the greater community.
In the world of alternative facts, media literacy is becoming an increasingly essential component for raising critical thinkers in the classroom. A recent movie promotional campaign highlights this need and offers a great teachable moment.
Katie is a high school writing and English teacher at The Hill Center, a K–12 school for children with learning differences in Durham, North Carolina. She previously taught at a middle school in Boston and at a secondary school in rural Tanzania. Mgongolwa has a passion for diversifying curricula, helping students and teachers develop strategies for courageous conversations, and working with schools to close the opportunity gap.
Seeking to push fellow teachers’ thinking around social justice issues, this teacher and her colleague started a book study group. Here’s how they did it.
For the past eight years, Hayley Breden has taught social studies courses at Denver South High School. Hayley attended Lawrence University, a liberal arts college in Wisconsin, to earn her B.A. in history with minors in ethnic studies and environmental studies, along with her teaching license. She earned an M.A. in Educational Foundations, Policy, and Practice from CU-Boulder in 2016. Breden completed her student teaching at a public high school on Chicago’s South Side. Her time teaching in Chicago also included participating in the organization Teachers for Social Justice (Chicago TSJ), which
Teachers, principals and school districts nationwide are grappling with how to respond to the increase in deportations and heightened fears of students and families.