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You Spoke, We Listened
Our latest magazine issue, a brand-new guide for serving English language learners and posts about school choice have inspired a lot of dialogue with our readers.
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Segregation by Design
Our national understanding of segregation is incomplete unless we face the history of residential redlining. Richard Rothstein, author of 'Color of Law,' explains why.
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Walking with the Wind
In this excerpt from his book, Walking with the Wind, John Lewis describes his involvement in the sit-ins in Nashville, Tenn., in the spring of 1960.
August 9, 2017
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Toolkit for “The Subscribed Classroom: Using Podcasts to Teach About Social Justice”
Before you introduce a podcast to your students, consider these steps and recommendations.
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Teaching the Government Shutdown
Avoid polarized arguments about the federal government shutdown by emphasizing historical context, processes and the shutdown's effect on people across the United States.
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Voting and Democracy Grants in Action: Connecting to Our Past and Creating Our Present
TT Voting and Democracy Grants fund projects that encourage students to become empowered advocates for voting in their communities. Grantee Alexandra Melnick explains the project she’ll be implementing in her 12th-grade classroom this fall.
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Your Trans Students Need You
What are the policies in place to protect trans students at your school? How can you make them stronger?
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You Spoke, We Listened
Reader reactions: your responses to Islamophobia, native voices and Kid President.
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Police Violence: New Jersey Bill Puts Onus and Blame On Children
This bill calls for “mutual cooperation and respect” concerning interactions with police—and it misses the point.
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“We Are Our Ancestors’ Wildest Dreams”
As part of our series highlighting educator voices, we spoke to five Black teachers who teach in predominately Black or all-Black settings to ask how they approach the topic of slavery.