Education law and policy expert Bob Kim answers some key questions for educators about these so-called “anti-critical race theory” laws and what’s really going on.
It’s summertime, and students have replaced class time with free time. In the wake of the Trayvon Martin shooting, parents and teachers are painfully aware of the widespread racial profiling targeting men of color—particularly younger men who are more apt to be out and about during these summer months.
We are all still thinking, talking, teaching and grieving about the shooting death of Trayvon Martin, the 17-year-old in Florida, wearing that universal hoodie. Again, as a nation, we confront the issue of race and what it means to be an African-American teenage male in this country.
When students witness activist resistance to injustices in their own communities, it helps them better understand a core component of social justice education.
This lesson is the fourth in a series called Expanding Voting Rights. The overall goal of the series is for students to explore the complicated history of voting rights in the United States. Two characteristics of that history stand out: First, in fits and starts, more and more Americans have gained the right to vote. Second, over time, the federal government's role in securing these rights has expanded considerably.
Survey Questions Where is your school or district located? Which of these best describes your work setting? Elementary school Middle/intermediate school High school Ungraded/Alternative school Comprehensive (K–12) school