Your students may not be old enough to vote, but they can use their voices. With the resources in our new Voting and Voices project, you can give them the tools—and the support—to begin identifying as voters and to participate in the democratic process.
In her article, Paula Kluth takes care to distinguish between the deaf, Deaf, and hard of hearing communities. Both medical and cultural views on the different groups are discussed.
In this story, the parents of three children decide not to tell people the gender of the third child in an effort to avoid promoting stereotypes. Instead, they allow the child to be a person rather than a pretty girl who wears pink or a strong boy who wears blue.
LFJ Director Jalaya Liles Dunn contends that civics should “represent the agency and change of each generation, demonstrating the needs of the time and how people showed up for the collective good.”
This lesson focuses on questions of identity as students read and analyze Angelou’s inspirational poem “Still I Rise” and apply its message to their own lives. Students learn how Maya Angelou overcame hardship and discrimination to find her own voice and to influence others to believe in themselves and use their voices for positive change.
Autism is often represented by disconnected puzzle pieces. This symbolism sends an unfortunate message about people with autism that does not promote social justice.
Laura Linn's article explores how Rosa Marcellino, a nine-year old with Down syndrome, and her family worked to eliminate the phrase "mentally retarded" from official use. "Rosa's Law" is living, legislative proof that their hard work paid off.
To build a society that advances the human rights of all people requires the social justice movement to be intentional in including intersecting identities and diverse equity struggles.