A strategy to introduce the anti-bias framework into group discussion and textual analysis. Students respond to and pose questions from the four anti-bias domains: identity, diversity, justice and action.
The Grand Council Fire of American Indians wrote this letter in response to the Chicago mayor's 1927 campaign against the use of British textbooks in public schools. The letter condemns the misrepresentation of Native American history in schools.
With the help of a Teaching Tolerance Educator Grant, this teacher created a space where DeafBlind students could be themselves and teach the larger school community about DeafBlindness.
This petition illustrates how enslaved people used the rhetoric of the American Revolution to point out the colonies’ hypocrisy of demanding freedom and liberty, while themselves having slavery.
This lesson focuses on PEN America's News Consumers' Bill of Rights and Responsibilities. Students will read the bill of rights, rephrase some of the rights and responsibilities, and rank the rights in order of importance. Finally, students will work together to construct a short dramatic skit that shows the significance of one right of their choosing.
A letter written by John Quincy Adams to the 12th Congressional District regarding the use of the "Gag Rule" to prevent him from reading petitions by enslaved people on the floor of the House of Representatives. Adams argues that the Gag Rule is a violation of petitioners' rights, and to ignore this violation would endanger the rights of all Americans.
The young activists who emerged from the Parkland, Florida, school shooting offer educators a tremendous opportunity to celebrate the power of youth activism—past and present.