Search

Michelle Alexander wrote The New Jim Crow to start conversations about race and mass incarceration in the United States. This toolkit develops student vocabulary about these themes and challenges them to create interview questions for another author who writes about social justice.

Part of helping students talk openly about race involves reflecting on your own racial identity and race narrative. This toolkit will help you engage in a racial literacy activity with your colleagues.

“Supermom Saves the Day” tells the story of a young girl who faces gender stereotypes on the school playground. This toolkit structures a guided reading of the story and can be used for grades 3–8.

Working in an urban high school has many challenges. My first computer graphics class was no exception. The computers were old PCs and the software was a pared-down version of a program that had failed to meet standards of the graphic design industry. My class contained a mix of special education students and youths with a reputation for disrupting classrooms.

This teacher believes tackling social justice issues adds something to her students’ lives—and requires more than occasional treatment.

This ninth-grade English language arts teacher—and TT Award winner—offers a creative way for teaching about political candidates.

Parents might think the last thing their child needs is more experience arguing. Teachers might agree. But I’d like to advocate for practicing arguing. Our democracy depends on it. It’s important we teach our children how to deal appropriately with different points of view.

A list of tips for teachers about cultural competence in the classroom.

The transition from middle school to ninth grade creates chaos for students. In eighth grade, students know their teachers and their classmates. They have a safe academic home. Then comes high school.

On rainy, dreary days, an announcement breaks into my class around 11 a.m. “Please excuse the interruption. Recess will be held indoors today.” From around the room, there are scattered cheers. My students are often happy to have indoor recess. I’m happy, too, because I see this as a positive time for my students to build friendships and interact. It wasn’t always this way.