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Bell ringers jump-start student learning and take the chaos out of the beginning of class.

Students can learn about local struggles for justice through primary sources. This toolkit will help you collaborate with staff at a local library or archive to locate primary sources that teach your students about their community’s history.

This professional development activity gives ideas for developing narrative empathy: using the power of story to step into another person’s shoes in the name of justice.

My elementary school is a Title I school. About 95 percent of our students qualify for free and reduced lunch and Medicaid. Research shows us that many children raised in poverty struggle to learn to read. Common sense tells us that children who don't learn to read can't read to learn. They often reach a frustration level with school by the time they're in the third grade. According to the U.S. Department of Education, 70 percent of low-income fourth-grade students can't read at a basic level. I often wonder, "What can I do in my day-to-day work as a teacher to help?"

"It's not fair!” Full of angst and rebellion, the teenage delinquent, arms crossed, leans against a concrete wall with a surly look. Heavy eyes searing under a furled brow, lips pursed in a snarl. This stereotypical portrayal of teenagers is ubiquitous in media and seems to represent society's general opinion of this age group. Unfortunately, society doesn’t have the full picture here.

As a fourth-grade teacher, sometimes I feel like the social director on a cruise ship. On the playground, I try to match up students with peers. “Why don’t you go and see what Alanna is doing?” Or sometimes, “It looks like Daniel and Hunter are having fun playing tag—let’s practice how you could go and ask them if you can join in.” Then in the classroom, I pair students up to accomplish tasks. “Melanie and Jorge, you’ll be working together to read for science today.”

Mark your calendar! These free PD opportunities, about 45 minutes each, will address topics like home visits, implicit bias and building empathy. We’ll also embark on part two of our popular Black Lives Matter discussion.

As educators, we cannot be silent about hate. We must take a stand and equip our students to do the same.

In my eighth-grade language arts classroom, we use discussion as a vehicle for learning, thinking, writing, posing and defending arguments, questioning and reviewing—just about everything. And as can be expected, we sometimes digress from the topic at hand.

As this Teaching Tolerance story points out, the poor represent the fastest-growing segment in our nation’s suburbs. They are immigrants who choose to locate there and formerly middle-class families who have been hit by