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Who Decides What’s “Civil”?
When acts of protest are met with calls for civility, it’s a good idea to give students some historical context about the concept.
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Captured Images
A Vermont artist brings students face-to-face with her enslaved ancestors.
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“They Should Have Listened”: Thoughts on Spring Valley
This blogger responds to the assault of a student at Spring Valley High School and reflects on the message that “kids should just listen and stay out of ‘trouble.’”
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Teaching About the Montgomery Bus Boycott
The Montgomery Bus Boycott began on December 5, 1955, and lasted over a year. It’s difficult to overstate the influence of the boycott’s strategy, successes and leadership on how the Civil Rights Movement of the coming decades took shape. In our newest article, we examine the history of the Montgomery Bus Boycott through the lens of Learning for Justice’s newest framework, Teaching the Civil Rights Movement, and we recommend resources that help provide a fuller account of this pivotal event.
- Teaching About the Montgomery Bus Boycott
- Teaching the Civil Rights Movement
- ‘Browder v. Gayle’
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Presently Invisible: The Arab Plight in American Classrooms
To create more inclusive classrooms and counter negative narratives about Arab Americans, educators can include Arab American history and culture in their current curriculum. Here are some ways to do that.
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January 2, 2018
Toolkit for "States' Rights and 'Historical Malpractice'"
This professional development activity encourages educators to use primary source documents as a tool to counter common myths about the Confederacy and to discuss with students how we remember (or misremember) history.
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Spotlight on “Bridges Not Walls”
TT Educator Grants support social justice work at the classroom, school and district levels. Grants Manager Jey Ehrenhalt spoke with Emily Conner about her students’ pop-up exhibit of Latinx immigration history and policy in Portland, Oregon.
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The Straight Story
The editor of Teaching Tolerance reflects on governmental executions.
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Overcoming Intolerance Learned at Home
During the school year, I try to empower my students to make their own decisions and form their own opinions. I begin with a unit I call, “Question Authority.” Students investigate all kinds of authorities, including government, media, and history. It’s a powerful unit that leaves kids shocked (“Food labels can say fat-free even if there’s fat in the food?”), disappointed (“Those models in the magazine are all Photoshopped?”), and angry (“We imprisoned people just because of their ethnic heritage?”). They learn to develop a critical lens with which to question the reality they once blindly accepted.
