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Issue 52, Spring 2016

Responding to Trauma in Your Classroom

Trauma can have significant and lasting effects on students. This PD Café will help you learn how to recognize the signs of trauma, better understand the causes of trauma, and take steps to establish social and emotional safety in your classroom.

author

Mark Fowler

As Managing Director of Programs at the Tanenbaum Center for Interreligious Understanding, Mark E. Fowler is responsible for program development, project management and the expansion of Tanenbaum programs nationally and internationally. Mark is a skilled facilitator/trainer who worked at the Anti-Defamation League on prejudice reduction, conflict resolution and reducing bias, and bullying programming. He is a sought-after keynote speaker and facilitator who has addressed organizations globally on issues of equality in race, gender, sexual orientation and religion. Prior to joining Tanenbaum

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September 19, 2022

Resisting Dominant Narratives

A group of children lie on their stomachs in the grass reading books in front of a tree on a sunny day. One child looks directly at the camera and smiles.

In this hostile learning environment created by censorship and book bans, these LFJ book reviews encourage us all to keep reading—and writing—to counter the narratives that have historically excluded diverse perspectives.

Topic

Rights & Activism

text

Informational

The Fugitive Slave Bill

The Fugitive Slave Clause was a stipulation in the U.S. Constitution (Article IV, Section 2, Clause 3) that enslaved persons who escaped to another state had to be returned to their previous enslaver if discovered. An essential component of the Compromise of 1850 included a strengthening of that clause, through what was known as the Fugitive Slave Bill of 1850. The bill served as a concession to southern congressmen who wanted increased power to capture formerly enslaved persons. Congress passed the bill on September 18, 1850, and President Millard Fillmore signed it into law on the same day.

United States Congress

Grade Level

9-12

Topic

Slavery

Subject

History

December 14, 2017

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Issue 66, Spring 2021

Digging Deep Into the Social Justice Standards: Action

In this conclusion to a four-part series exploring the four domains of LFJ’s Social Justice Standards, we take a deep dive into action.

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Issue 10, Fall 1996

History Close to Home

Teaching students about the history of their community gives them a stake in its future.

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Issue 33, Spring 2008

Classroom Simulations: Proceed With Caution

Teaching Tolerance illustration a child with nazi drawing uniform confronting another with jewish symbol

Some educators think these widely-used teaching activities may do as much harm as good — at least in anti-bias learning.

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Issue 4, Spring 2023

Healing Through Restoration and Transformation

Stylized and colorful illustration of faces.

A community Freedom School model in Mississippi embraces transformative practices to strengthen relationships and disrupt the school-to-prison pipeline, illustrating the power of communities to effect change.

author

Cathery Yeh

Cathery Yeh (she/her) is an assistant professor in the Attallah College of Educational Studies at Chapman University. She has been in education for over 20 years, beginning her tenure in dual-language classrooms in Los Angeles and abroad in China, Chile, Peru and Costa Rica. As a classroom teacher, Cathery visited over 300 student homes and integrated students’ lived experiences, knowledge and identities into the curriculum. Cathery’s research centers on critical mathematics education, humanizing practices, ethnic studies, and social justice teaching and learning. She is the co-author of the

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March 13, 2023

"Safe Saturday" Conversations About Race

Computer, notebook, pen, coffee cup sit on a desk with a stack of books and an apple on top.

An educator’s message motivated by personal unresolved grief leads to the creation of a safe space for intensive, interactive learning about racism and honest U.S. history.

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