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Remember the Tulsa Race Massacre
May 31 marks the anniversary of the 1921 Tulsa Race Massacre. Here's why this history must be told.
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Discussing Race, Racism and Police Violence
Our country’s system of policing has a history of violence that disproportionately steals the lives of Black, Indigenous and other people of color along with individuals with disabilities. And despite years of protests
July 12, 2017
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What Critical Race Theory Is and What it Means for Teachers
Education law and policy expert Bob Kim answers some key questions for educators about these so-called “anti-critical race theory” laws and what’s really going on.
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Looking at Race and Racial Identity in Children’s Books
This lesson, the second in a series, encourages students to think and talk openly about the concept of beauty, particularly as it overlaps with issues of race and racial identity.
September 9, 2011
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Teach the Truth of the Tulsa Race Massacre
On May 31, 1921, white supremacist terrorists attacked the Greenwood community in Oklahoma, killing up to 300 Black residents and burning over 1,000 homes. We don’t know the exact number: For too long, the history of this and other acts of racist terror across the United States were intentionally kept quiet. We urge you to teach the truth about Tulsa and other hard histories. These resources can help.
- Remember the Tulsa Race Massacre
- Recovering and Teaching Local History
- Toolkit for “A Museum. A Memorial. A Message.”
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Creating Brave Spaces: Reckoning With Race in the Classroom
Episode 2, Season 4 People from all corners of public life are telling teachers to stop discussions about race and racism in the classroom, but keeping the truth of the world from students simply doesn’t work. English
August 30, 2021
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Toolkit for "Excerpt: Getting Real About Race"
Educators often have a hard time getting real about race. This toolkit for "Excerpt: Getting Real About Race" provides questions to guide reflection and discussion on how the physical, social, legal and historical constructions of race impact students and educators.
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Excerpt: Getting Real About Race
Richard Milner explains why ignoring race equals ignoring the identities of students—including white students.
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When Educators Understand Race and Racism
What is the fundamental outcome of educators growing their racial competence? Learning.
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Race Talk When Diversity Equals One
It happens in every class. We’re discussing a text, a publication, a current event, a poem. The content doesn’t matter. It’s the phrase that counts. A student comments and uses the phrase “African American” or even “black people.” The student is white. The reaction of the class – almost all white – is swift. As if choreographed, all eyes turn to the one student of color. The spotlight of eyes shines down and he or she blinks back as if staring into the sun. The teacher should use this moment to open a discussion.