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2015-17 Teaching Tolerance Advisory Board

Teaching Tolerance couldn’t serve educators the way we do without the feedback and support of an important group of teachers, counselors, media specialists, school- and district-level administrators and education professors: the Teaching Tolerance Advisory Board. These educators and leaders volunteer their time to review our resources, try our curriculum and act as ambassadors for TT. Dale Allender – Assistant professor of education, Sacramento, California Lhisa Almashy – High school ESL teacher, Palm Beach County, Florida Kim Estelle – Elementary school teacher, Huntsville, Alabama Carrie
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Tending to Our Students Before Tragedy Strikes

The e-mail message was direct and devastating. One of our fourth-graders had been killed in a gun accident. “Davius had gone to a friend's house to play and apparently a gun was discharged and the bullet struck him,” my principal wrote. “He died at the scene." I sat in stunned silence. A memory of a story Davius wrote for me in November flashed across my mind.
the moment

Celebrate Juneteenth With a Commitment to Disrupt the Continuum of Hard History

Learning for Justice is relaunching the Teaching Hard History podcast series with host Hasan Kwame Jeffries, Ph.D., to resist current efforts to erase and alter our nation’s history. As we celebrate Juneteenth, we uplift liberation and Black joy and culture. And we commit to learning and teaching the hard history that is foundational to the United States and the ongoing movement for freedom and equality.

  • Teaching Hard History Podcast Series
  • Slavery and the Civil War, Part 1
  • Teaching Hard History: American Slavery |Key Concepts Videos
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Culture: A View of the Self

My ninth-grade Spanish students resisted my assignment to write about their cultures. “My family doesn’t have any cultural traditions,” one said. “My culture is that I’m just normal,” added another. “I don’t have a culture,” said another.
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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.