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Why I Will Not Be Teaching About Charlottesville
After Charlottesville, this black teacher of black and brown students knew that her kids would not want another lesson about bigotry and racism. Here’s what she did instead.
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Why Mendez Still Matters
Meet the school desegregation case that still affects ELL instruction today.
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Reimagining Texts
Teacher librarian Julia Torres helps students and educators alike reimagine the role of books.
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Discussing #TakeAKnee in Class
With the spotlight once again on the act of kneeling during the national anthem, students will bring this conversation to the classroom. Here’s how to guide that discussion.
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What It Means To Learn for Justice
LFJ Director Jalaya Liles Dunn emphasizes that “We increase our power to foster change when we are in community with one another – deliberating, deciding and taking action.”
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Part I: Creating Your Group
Before You Begin: The Planning Committee Getting the Right Folks and the Right Data to the Table Once you’ve decided to start a social justice reading group, it’s tempting to jump right into conversations with young
October 16, 2019
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Understanding and Countering Antisemitism and Islamophobia in Schools
Amid a rise in antisemitism and Islamophobia, we all need to help ensure young people’s right to an education free from bigotry in an inclusive and supportive environment.
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Student Service Reflection: A Different Kind of Vacation
A student reflects on his travel to New Orleans, where he helped rebuild parts of the Ninth Ward.
July 6, 2009
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Mary Church Terrell
In this lesson of the series, “Beyond Rosa Parks: Powerful Voices for Civil Rights and Social Justice,” students will read and analyze text from “The Progress of Colored Women,” a speech made by Mary Church Terrell in 1898. Terrell was the first president of the National Association of Colored Women (NACW), an organization that was formed in 1896 from the merger of several smaller women’s clubs, and was active during the period of Jim Crow segregation in the South.
May 11, 2012