The School -To- Prison Pipeline

ELL BEST PRACTICES GUIDE AND POSTERS INSIDE!

INCLUSIVE CLASSROOMS LANGUAGE PREJUDICE SCHOOL CLIMATE Tips for gen-ed teachers How to dismantle it Community building on a budget teaching

Ttolerance.orgo leranceissue 43 | spring 2013

THE SCHOOL -TO- PRISON PIPELINE What you can do to keep students in class three new resources from teaching tolerance What are you doing to improve your school's climate?

These Teaching Tolerance guides provide a comprehensive view of school-culture issues and direction for educators trying to build an inclusive, nurturing school climate.

Responding to Hate and Bias at School shows educators how to respond to a Speak Up at School gives educators bias incident in school and guides them the tools to help students turn from through crisis management and post- bystanders to upstanders. crisis efforts at improvement. tolerance.org/speak-up-at-school tolerance.org/hate-and-bias

a guide for administrators, counselors and teachers Speak Responding to Up at School Hate and Bias how to respond to at scHool everyday Prejudice, Bias and stereotypes

A Guide for TeAchers a publication of teaching tolerance tolerance.org A PublicAtion of teAching tolerAnce

teaching tolerance // responding to hate and bias at school i three new resources from teaching tolerance What are you doing to improve your school's climate?

download today! Best Practices: Engaging Limited English tolerance.org/ Proficient Students and Families points publications administrators to best practices in the effort to create a supportive learning environment for all students. tolerance.org/ELL-best-practices

“Many of the questions we a guide for administrators, receive are from educators counselors and teachers seeking advice about how to Responding to respond when someone—a Best Practices student, a colleague, even a Engaging Limited English Proficient Students and Families Hate and Bias A Teaching Tolerance Guide parent—uses biased language or stereotypes in school.” at scHool Maureen Costello, Director of Teaching Tolerance OUR SCHOOL CLIMATE is supportive of both limited English proficient students and their families. We welcome all students and families into our school and provide them with equal access to learning opportunities.

We do not allow English language supports to replace challenging and mainstream curriculum.

We reach out to families to learn from them how best to meet the needs of their children.

We engage in problem solving around issues of ethnic discrimination and inequities.

We have a shared commitment to diversity.

We have a well-defined plan for engaging non-English-speaking families.

We honor and make use of students’ a publication of teaching tolerance TEACHINnativeG languages. tolerance.org TOLERANWeCE respect people of A PROJECT OF THE SOUTHERN POVERTY LAW CENTER TOLERANCE.ORG different backgrounds. teaching tolerance // responding to hate and bias at school i

TEACHING TOLERANCE tolerance.org teaching Tolerance issue 43 | spring 2013

DEPARTMENTS 5 Perspectives 7 Letters to the Editor 9 Ask Teaching Tolerance 11 why I Teach 25 29 A spoken word event reveals how teachers and students can inspire each other. 13 Down the Hall Sara Kimmel has made her library—and her school—a nurturing, inclusive environment. 15 Activity Exchange 60 Staff Picks 62 Story Corner When Maggie receives two pairs of shoes for her birthday—moccasins and patent leather—she must learn to walk between two cultures. 64 one World 46 50

on the cover Teaching Tolerance examines how teachers can recognize and dismantle policies and practices that favor incarceration over education.

illustration by chris buzelli POSTERS Two colorful reminders of how to make your school a welcoming environment for all families—including those with limited English proficiency. See page 32.

FEATURES 25 No School Like Freedom School Modern-day programs empower and educate students with strategies inspired by the original 1964 Mississippi Freedom 35 Schools. 29 The Value of Community 44 29 Sound Effects building positive school community doesn’t Challenge language prejudice in the have to be expensive. Get started with these classroom by teaching children there are affordable projects. no “wrong” or “right” dialects. 46 move to the Music 32 found in Translation From social studies class to the science Ensure school environments are lab, protest music engages students in welcoming to English language learners discussions about social justice. (ELLs) and their families. 50 mimi’s Moms 35 Religion in the Locker Room Small things—like inclusive picture books Church and state controversy often or gender-neutral school forms—can make originates in sports. How can schools children of LGBT families feel included. make sure the beliefs of all student athletes are respected? 53 Seamless Teaching general education teachers may not be 38 The School-to-Prison Pipeline fully prepared to teach students in special policies and practices that favor education. These tools and tips can help. incarceration over education do us all a grave injustice. 56 Buttoned Down 50 58 School uniforms—once hailed as the panacea for behavior problems—aren’t living up to educators’ expectations. 58 And the Winners Are … Meet the five educators receiving the 2012 Teaching Tolerance Award for Excellence in Culturally Responsive Teaching.

Activity Exchange Challenge your students with these lessons on diversity. (see page 15)

all articles are available for educational use at tolerance.org/magazine/archives. spring 2013 3 HOW WILL YOUR STUDENTS LEARN ABOUT director Maureen B. Costello Design Director Russell Estes THE CIVIL RIGHTS senior editor Alice Pettway MOVEMENT? associate editor Lisa Ann Williamson SENIOR MANAGER FOR TEACHING & LEARNING Thom Ronk TEACHING AND LEARNING SPECIALISTS Emily Chiariello, Sara Wicht ADMINISTRATIVE ASSISTANT Victoria Williams PROGRAM ASSOCIATE Michele Lee INTERN Nina Nolan

design senior designer Valerie Downes designers Michelle Leland, Scott Phillips, Kristina Turner DESIGN ASSOCIATE Sunny Paulk

Production new media manager Scott Pittinsky New media content manager Annah Kelley ACCOUNTING OPERATIONS Manager Regina Collins online operations manager Brian Youngblood

contributors IN PERSON Steve Adams, Lincoln Agnew, Lesley Barnes, Lois Barrett, Josée Bisaillon, Michelle Bixby, The Civil Rights Memorial Center in Chris Buzelli, Octavian Cantilli, Raquel C. Cuperman, Marilyn Elias, Anthony Freda, Montgomery, Michael Glenwood, Joe Golossi, Rick Hovis, Julie Alice Huson, Warren Hynes, Judy Kaufmann, Ala., honors Carrie Kilman, Darlene Koenig, Susan Estelle Kwas, Sol Linero, Maggie Messitt, Zachariah OHora, those who Rick Olivier, Sean Price, Mollie Surguine, Emily Tweten, Marilyn Vargo, Anne Wilson, Walt Wolfram lost their lives ADVISORY BOARD MEMBERS for equality. Trevor Barton, Kathleen Brenny, Cameron Calland-Jones, Thomas Carroll, Christine D. Cde Baca, Student group Sara Cohan, Kathleen Crawford, Ameka Cruz, Vanessa D’Egidio, Melissa Diebel, tours are free! Eileen Hogan Heineman, James Hiller, Rebecca Jallings, Geordie Jones, Dawn DuPree Kelley, splcenter.org/civil-rights-memorial Razia Kosi, Sarah More McCann, Michael McDonald, Enid Pickett, Daniel Rubin, Tamika Shuler, Kathy Stanley, Jennifer Trujillo, Kim Vinh, Cleopatra Warren

FILM southern poverty law center A Time for co-founders Morris Dees, Joseph J. Levin Jr. Justice and president & CEO J. Richard Cohen The Children's DIRECTOR OF HUMAN RESOURCES Anne Collins

March bring the SPLC board of directors movement to life Howard Mandell, Chair for students. Alan B. Howard, Vice Chair tolerance.org/teaching-kits Marsha Levick Elden Rosenthal Will Little James Rucker Vanzetta Penn McPherson Henry Solano ACTIVITIES Lida Orzeck Ellen Sudow The Civil Rights Activity Book uses Julian Bond, Emeritus

GRADES 4-6 puzzles, songs and + CIVIL RIGHTS ENTHUSIASTS OF ALL AGES editorial office photos to teach 400 Washington Avenue, Montgomery, AL 36104 children about email [email protected] martyrs and events subscriptions tolerance.org/subscribe of the civil rights Teaching Tolerance is mailed twice a year at no charge to educators. movement. It is published by the Southern Poverty Law Center, a nonprofit legal and education organization. splcenter.org tolerance.org/civil-rights- For permission to reprint articles, email us at [email protected]. E RECY AS C E L activity-book L E issn 1066-2847 © 2013 Southern Poverty Law Center P

H E L I S B Printed with inks containing 27.3% renewable resources M A L A C G Y A C ZI RE NE IS 100% "Children are the living messages we send Perspectives to a time we will not see." —neil postman, the disappearance of childhood

The production timeline for Teaching safe schools. Usually we mean that Tolerance magazine is long—planning students should be safe from bullying, for this issue began before the start of the from bias and from negative messages that limit their opportunities to learn school year. Because of this, we generally and grow; we trust that schools will not forgo topical items in favor of timeless be places where life itself is in danger. stories that inspire, guide and support It’s heartbreaking to realize that some- educators. We present new ideas, or examine a familiar issue through a times they are. We stand with you. Educators know new lens. And sometimes, we simply offer succor. they don’t simply teach the basics—they Succor? Oh, yes. After all, who needs Aurora, Colo., and at the Sikh Temple provide the essential nurturing and positive reinforcement more than edu- in Oak Creek, Wis., we had decided to support that children need to thrive. cators? Our schools, we’re told, are ter- write a magazine article exploring ways Sometimes, though, teachers need rible because of bad teachers. Even teachers could help students cope in that too. “good” teachers can’t be trusted, it the aftermath of violence. The full arti- This weekend, the nation learned seems, so some parents demand to opt cle will appear in our next issue.* how much educators care about chil- children out of programs designed to We knew that, sooner or later, dren: we learned that a principal and promote respect for diversity. another national tragedy would pro- counselor would tackle a gunman, that We saw that this fall when the voke classroom questions. And we also a first grade teacher would hide her stu- American Family Association urged knew that too many of our students dents and meet the gunman alone, and parents to boycott National Mix it Up at face deadly violence in their neighbor- that others kept their charges safe and Lunch Day rather than have their chil- hoods. The violence rarely happens in calm. Let’s hope one good lesson came dren sit with someone too different. school, but wherever it happens, chil- from this: that teachers care about This column is usually written when dren are affected. our kids. the final proofs are in hand and I can Whether the violence is local or —Maureen Costello reflect on what lies between the cov- brought to children via the media, ers. For this issue, that means I’m writ- teachers, counselors and principals ing on December 16, just two days after stand alongside parents as the trusted the shooting at Sandy Hook Elementary adults who help children navigate the School in Newtown, Conn. Like so many terrible news. CORRECTION others, I want to say something that mat- This time, the violence happened in In the Fall 2012 issue’s “Once Upon a Time in ters, even as I know words are inadequate. school, a place where each of you work America,” May 11, 1963, was mistakenly listed On the Friday the news broke, we every day. Most of the victims were as the date on which Vivian Malone and James quickly posted a blog with advice for children, like those you teach. Others Hood entered the University of Alabama. In teachers heading back to school on were educators who died protecting actuality, the date was June 11, 1963. Monday. Sadly, we had that advice their students. ready. In the wake of last summer’s Together with educators across the *Update your info now at tolerance.org/subscribe to shootings at the movie theater in nation, Teaching Tolerance supports get our first all-digital issue on your tablet in May!

@Tolerance_org spring 2013 5 Teaching Tolerance Community

Sound like you? Want to meet other educators who feel the same way?

Join the Teaching Tolerance community for thought-provoking news, conversation and support from educators who care about diversity, equal opportunity and respect for differences in schools.

THE NWORD TEACHER BULLIES WE j ART! Too tough to teach? Spot them. Stop them. Help them. And it’s not an extra

TETWENTIETHAC ANNIVERSARYHI ISSUENG

TTOLERANCE.ORGO LERANCEISSUE | FALL

THE NEW PHYSICAL EDUCATION GAME CHANGERS

Teachers are taking fresh approaches to make gym more fun for everyone

Teaching Tolerance 40 master.indd 1 8/31/11 2:12 PM TEACHING TOLERANCE FACEBOOK NEWSLETTER BLOG MAGAZINE Add your voice to the Stay up-to-date on anti- Read and discuss other Read about current social conversation—share ideas, bias education. Sign up educators’ real-world justice issues, see which comment on breaking and we’ll email you weekly experiences. anti-bias lessons are work- news and let us know updates on resources, ing best for your peers and what you’re doing to teach events and news. get the scoop on books tolerance in your school. fresh from the publisher. Teaching Tolerance Community

letters to the editor 7 ask teaching tolerance 9 free stuff 10 best of the blog 10 & 12 why i teach 11 first bell down the hall 13 lessons learned 14

Reader Exchange “Yoga in Schools” got the online community talking.

I think all of my students … would benefit from a little breathing and stretching. I can only imagine what a positive effect it would have on my anxious students, my hyperactive kids (who no longer have any sort of recess at all), or the older students who are so busy that they hardly have the time to pause and breathe. –Submitted by Erin M.

It seems to me that since yoga is a branch of the Hindu religion that it is a violation of separation of church and state to teach yoga techniques in the classroom. –Submitted by Charlie J. Ray

Readers told us they INVISIBLE DISABILITIES challenges, yet also found becoming aware of the nou- planned on reading My son has Asperger’s and myself wishing someone veau poor amongst us. “Confronting White was horrendously bullied at would talk about our kids Erin LaVerdiere Privilege” first when they school for many years. After with “invisible disabilities.” Sumner, Wash. received the last issue, and one particularly heinous day Carole “Yoga in Schools” sparked he commented to me that, via Facebook WOMEN NOT interest from teachers “They would never treat WELL REPRESENTED who wanted more specifics Sarah [not her real name] the TIMELY AND RELEVANT I was struck by the Title IX about classroom relaxation way they treat me, because Our suburban district article talking about sup- techniques. her disabilities are visi- has been slammed with porting women and then ble and mine are invisible.” the highest foreclosure by the lack of women in I’m pleased to see Teaching rates in our county and your civil rights article. One Tolerance address this issue, the numbers of our home- woman? Where was Ella as most of the recent focus less children have tripled. Baker or Diane Nash? Or any on bullying has been solely “Struggling in Suburbia” number of other women? on LGBT students. I empa- would make a difference Mary Anne Joyce thize deeply with their to our staff as they are Portland, Ore.

@Tolerance_org spring 2012 7 first bell

White Privilege”] upon the next generation of and your read- teachers [that] the impor- Katrina Marie Loera ers investigate at a tant work of social justice You folks have changed much deeper level is a challenging task but so my life. Thank you for the educational essential. your resources and for settings in which Patty Stinger-Barnes what you do to teach “bursting the bub- Knoxville, Tenn. all of us what it means ble” of white priv- to be tolerant. ilege has occurred SPEAK UP at School or is occurring. has GREAT LESSONS Miki Clark Within the cur- I just downloaded Speak Up I use the Teaching TITLE IX GETS GOOD rent social-cultural-politi- at School and Responding to Tolerance movies, CLASSROOM USE cal-class-gender-religious Hate and Bias at School. I magazine articles, etc. Teachers are now charged … divisions … it is necessary find these lessons partic- throughout my 10th- with the task of using more to go beyond the hopeful to ularly appropriate in that grade curriculum. Kids “informational texts” in our the effective. I teach a class on social jus- don’t get out of my classes to satisfy the require- George Hess tice to eighth-graders. I room without learning ments of the new national Woodstock, Ga. am continually impressed something about toler- Common Core State with the quality of educa- ance: race, sex, religion. Standards. I am planning to SPEAK UP AT SCHOOL tional materials produced use “Title IX Turning 40.” OFFERS VALIDATION by Teaching Tolerance and Georgina C. Perez Nice Dan Diercks Speak Up validated my the Southern Poverty Law I used Teaching Hagerstown, Ind. actions, but it also validated Center. Thank you for your Tolerance, Bill Bigelow my fear and sadness that good work. and Howard Zinn for a CHILDREN’S MARCH there is so much more to Mike Michalik social justice summer SETS GREAT EXAMPLE be done on disability-bias St. Paul, Minn. camp (provided for by Thank you for produc- education. a grant). Thanks for ing such an interesting and Janis Sommers all of the GREAT work timely material packet. It is Harwich, Mass. you guys do for teach- good to see children doing ers and our students. good and courageous things FUTURE to make a difference in our TEACHERS NEED Pat Finn world. RESOURCES A great program to Jerrilyn S. Young Thank you so much teach tolerance for all, Abita Springs, La. for continuing to and to eliminate bully- make resources ing in our schools. Critical Analysis like Speak Up at Lacking School and Responding to I recommend Ms. Swalwell Hate and Bias at School [author of “Confronting available … impressing Tell Us What You Think! Have an opinion about something you see in Teaching Tolerance Joan May Cordova @ForCommunities magazine or on our website? @Tolerance_org Inspired by re-viewing Email us at [email protected]. your #film “The Children’s [March]” Please put “Letters to the Editor” @#nonviolence training by Kazu in the subject line. Or mail us a @globe808ppwn.org. letter to 400 Washington Ave., Montgomery, AL 36104.

did you know? did you know? 95% of Americans consider music part of a well-rounded education. —Gallup Poll

8 Teaching Tolerance illustration by paul rogers Ask Teaching Tolerance

are different, they will have a competitive edge as adults.

Do you have any sugges- tions for responding to a black student who says she’s performed poorly on tests or has been punished for back talking, swearing and lying because her white teachers are racist? Think about being ready for a conversation instead of having a ready response. In your best “warm defender” mode, probe her thinking. Ask about her experiences and how they might lead her to these conclusions. Above all, take her seriously. Next, consult with spe- How do you attract more teachers of color to a school cialists in your school to that has students of color but an all-white faculty? come up with a program Q: of positive academic and behavioral supports to With difficulty. The teach- And don’t forget the web- How do you get parents in a increase her capacity for ing force is projected to site of the National Alliance homogenous community to success. If she has special become less diverse, so of Black School Educators, understand the importance needs, make sure you work you’re wise to think about where you can post your job of diversity for their children? with the individualized edu- a plan to ensure your stu- and browse resumes. Give them the facts. Show cation program (IEP) team dents of color have role No one wants to work them how their children to understand how you can models and all your stu- where he or she feels iso- can benefit from going to support this child’s growth. dents interact with a diverse lated, so do some home- schools with diverse stu- Finally, take a deep breath faculty. Research shows that work to find out how to dent populations. Research and reflect on whether what students of color see mea- make your school a wel- shows that attending a she says might have a grain of surable gains in academic coming environment for school that is integrated— truth in it. In many schools, achievement when they new teachers. Involve both racially and eco- children of color are dispro- have a teacher of color. racially diverse parents and nomically—increases aca- portionately disciplined for You can’t hire people community groups in mak- demic achievement, grad- attitudinal behavior such as who don’t know about the ing your school attractive uation rates and college back talking. Think of her position. Be sure to send to applicants. attendance for all students, sass and swearing as impor- the job announcement Finally, invest in the including those who are tant clues to a puzzle that to places where people of future by providing experi- white and middle class. only you, the professional color are well represented. ences for your students that More than that, diverse educator, can unlock. These might include allow them to see teaching schools prepare students for HBCUs (historically black as a possible career. These college and careers where Ask teaching tolerance! colleges and universities), a might include peer-tutoring they will interact with peo- Need the kind of advice and local chapter of the NAACP, programs, future teacher ple from different racial, expertise that only Teaching the Black Student Union at clubs, “each one teach one” ethnic, religious and eco- Tolerance can provide? your local teacher’s college classroom strategies and nomic backgrounds. If they Email us at [email protected] and community churches. cooperative learning. learn alongside others who with “Ask TT” in the subject line.

illustration by judy kaufmann spring 2013 9 first bell

BLOG 8.06.12//inclusivity

… and readers replied: We Honor Sikhs by “We need to learn about people who are different Learning About Them as early as possible and to teach that difference is what We know little about the motives of the gunman who makes us unique, not some- opened fire yesterday [Aug. 5, 2012] in a Sikh temple thing to fear.” in Oak Creek, Wisconsin. Many of us will moni- tor the news during the day, hoping to learn “Children should learn

teaching more about what the shooter thought he was respect for all religious Have tolerance doing, sure to hear more about the heroism beliefs. We empower the you seen and horror inside the building. next generation when we of the blog our blog But it’s Monday, one of the first days of teach them to value all lately? school for students throughout the South, and not just their beliefs where school starts early. In those classrooms, and values.” Check out some of the most teachers need to know how to talk about the shooting Get the full discussion here talked-about now, this morning. blog posts. Go to Teaching Tolerance suggests starting with educating tolerance.org/blog/we- tolerance.org students about the Sikhs … honor-sikhs-learning- and search for these headlines. about-them q Don’t Let Malala Yousafzai’s Voice Be Silenced q Seeing Through the Privileged Haze

q ) A Sheet Protector oupl e Taught Me to Hear q

After Election Day g es ( s i kh c p i ma a p / y p he lp s jeff r e y Project Civis offers four PBS Teachers offers a ESL Monkey supplies Active Voice presents middle school U.S. history wealth of resources for ESL teachers with practi- video modules, Web con- o me n); FREE STUFF! units—organized around teachers at all grade lev- cal teaching materials like tent, film discussion guides concepts of conflict and els on diverse subjects. free lesson plans, books and educational toolkits to These Web resources offer democratic citizenship— Classroom activities include and interactive tools. The transform concerned cit-

diversity-rich information g es ( s i kh w designed to engage prom- lesson plans, extension founders created the site izens into active ones. A and materials for teachers. ising yet underachieving or ideas, multimedia resources “to make ESL a much more diverse portfolio of story- at-risk students in thought- and glossaries. The site practical and accessible based campaigns focuses ful discussions and guided also provides professional subject for teachers, schools on issues such as immi- inquiry into the past. development materials. and students worldwide.” gration, criminal justice, i ma u ck /g ett y ha projectcivis.wmwikis.net pbs.org/teachers They succeeded. healthcare and sustainability. eslmonkeys.com activevoice.net a rr e n d

10 Teaching Tolerance illustration by daniel zalkus Why I Teach

After the event, students praised each other with a maturity they don’t always demonstrate. It reminded me that our job is to give students the space and the tools they need to be their best selves. When we provide them with a way to share their truths, they will. The energy I felt after that event reminds me why I teach. Students and teachers can have a sym- biotic relationship. We can inspire each other.

My motive to teach came a little bit from each of these: Indignation, Inspiration, Frustration with all those too exhausted, resigned or uninterested To actively pursue Justice. I chose teaching because where else but in schools do you encounter so many growing minds and hearts? I teach because, like Frederick Douglass said, “It is easier to build strong children than to repair broken men.” Because I can’t help but notice an inverse correlation between levels of education and levels of incarceration. Craven is a middle school On the other hand, many other jobs, which English teacher in Louisiana. require a diploma certifying a certain graduation, seem to me utterly unappealing, Small-minded centers of stagnation. I teach because too many adolescents are still Letting the Inspiration Flow Unable To read. Toward the end of the school year, our students hosted a spoken Because I feel it is the duty of a nation to give word event. A couple of staff members performed, but the main show children what they need. was the kids. Most of them had never performed poetry before. Many I teach because it was only 50 or so years ago of them were wary of getting up to share schoolwork with their class- that schools were legally segregated, mates. During the noncompetitive slam, confident and shy students And today a growing number of schools alike shared their observations, feelings, pleas and confessions. just so happen to be. The only white boy in the 8th grade shared an emotional ode- And it “just so happens” that students of color slash-critique about a friend who had dropped out of school. A girl struggle more than white students in our who identifies as queer performed a poem about love: her main point schools, and standardized tests— that everyone deserves to receive it, no matter her individual circum- Evidence strongly suggests— stances. Students performed pieces about self-doubt, stereotypes, Are biased uniqueness and overcoming poverty. Against them.

Share Your Story What motivates you to get up each morning and serve students in our nation’s schools? We want to hear from you. Send your submission for the “Why I Teach” column to [email protected].

photograph by richard olivier spring 2013 11 first bell

BLOG 9.27.12//stereotypes “Our job is to give students the Disney’s Skinny Minnie space and the tools they need to be their best selves.” Sends Wrong Message

I teach because it was schoolchildren who mobi- Yesterday, the Walt Disney Company provoked my consumer lized in Alabama and got the attention of the response when I saw images of the soon-to-be released versions nation. of Minnie Mouse, Daisy Duck and Goofy characters in my news I want every kid to know about that. feed. Disney and Barney’s New York companies teamed up on a I want to instill in them that determination. three-dimensional short film featuring Disney characters That bravery, as supermodels. It’s part of Barney’s advertising cam- That energy … teaching paign for the holiday season. The launch of the film, tolerance Because I believe my children, my students, where “runway-ready” Minnie Mouse fantasizes

Can rally that same energy of the blog about attending Paris and effect national change. Fashion Week, is slated They will. for Nov. 14. I teach because there are ideas that need I’m disappointed to be shared that Barney’s market- That aren’t found in textbooks. ers altered the 84-year- I teach what I know the best I can. old character to fit I think children have the right to expect that of to current high fash- us. ion instead of tailor- I teach because for some kids, ing fashion to work with I am one of very few adults who checks the icon. in with them And while we won’t If they don’t look like they’re doing all right. soon be seeing skinny I’m someone they can talk to Minnie dolls, this is about the chaos in their neighborhood not the image we want the previous night. glorified for our chil- I teach because Gandhi said that if you want dren, nor one I want my something to change, then do it. daughter to emulate. I teach because I think youth is a magical state, and I like being nearer to it. I teach because we all have stories worth telling. We all deserve the ear of someone who cares. … and readers replied: I teach because teachers helped me build my “External influences change self-images … this can be det- own story, rimental to the emotional and physical health of children … And all children such an iconic and influential institution could rise above Deserve the tools anorexic body imagery to endorse a healthier lifestyle.” To tell theirs. —Carrie Craven “I was skinny as a young girl and people accused me of being anorexic and/or bulimic. People frequently made comments like, ‘You’re so skinny it makes me sick.’ I felt bullied and considered myself ugly and repulsive.” did you know? did you know? Get the full discussion here Four in 10 LGBT youth say their communities are unaccepting of LGBT people. tolerance.org/blog/ —Human Rights Campaign Survey disney-s-skinny-minnie-sends-wrong-message

12 Teaching Tolerance illustration by lesley barnes Down the Hall Any Small Act of Kindness Sara Kimmel’s wisdom isn’t the kind you acquire overnight, so it’s no sur- prise to find that she’s been working with students and educators for 18 years. By speaking up about bullying and advocating anti-bias resources, she has made her library—and her school—a nurturing, inclusive environment for all.

Why did you become a librarian? I wanted to work with all the students in my school. I believe my role has changed very little over the years. I see myself as a conduit to information and an advocate for my patrons.

How does your school promote diversity? Our school has a variety of clubs and organizations for students. Some Sara Kimmel is a librarian at Rush Henrietta Senior High are traditional sports clubs, but School in New York. there are also clubs for students who might not feel comfortable in those settings. For example, the students in the Anime Club are not the jocks, If money were no object … anti-bullying club, which boasts about or the musicians, or the brains, or I would give every student and 50 members, and the Gay Straight the thespians or the … anything. But teacher his or her own personal tablet Alliance also offers opportunities to they have found a welcoming home preloaded with textbooks and supple- support and encourage others who in the library. mental reading, with access to ebooks face bullying every day. and audiobooks. Every classroom What’s the best way to involve par- would have a white board. That said, Your colleague describes you as a ents in their children’s educations? even the most powerful tool becomes “proactive ally” of the Gay Straight Our school has made parent-teacher useless in the hands of someone who Alliance. How so? communication a priority. And it’s has not been taught how to use it, so I It’s about the little things—a friendly not just about infractions. Each would add training. smile, a wave hello, eye contact. All of teacher is encouraged (and given these things tell someone you accept time) to reach out to parents regu- What is the most important school them. Also, I am not afraid to speak up larly about the positive things their climate issue? about unacceptable behavior or lan- children have done. Respect. To encourage respect, we guage. Knowing this, students feel implemented a Positive Behavior safe in the library. Interventions and Supports sys- Not all educators stand at the front of a class. In tem and began Link Crew, which What have you done to create an each issue, we interview an outstanding educator who works outside the classroom. pairs high school sophomores with inclusive environment? incoming freshman. We have an We work very closely with our ESL and

photograph by michelle bixby spring 2013 13 first bell

Lessons Learned We post lessons online each week. Activities are grade- specific and address a range of issues. Here are five of the most- visited in recent months. Find them at tolerance.org/activities.

Female Identity and Gender Expectations (Middle and High Schools) This four-lesson series explores different aspects of gender for “When we approach people with today’s girls and women. compassion, understanding and love, Reading Ads with a Social they generally respond with the same.” Justice Lens (Early Grades) This lesson series opens up Life Skills teachers and know that it is and problems as any adult; sometimes important conversations about extremely important to speak respect- they have more. We never know what the relationship between adver- fully to their students; many peo- people carry around with them. Any tisements and social justice. ple treat them with condescension or small act of kindness or cruelty can Children will see that they have even disdain. Our Life Skills students make or break a person’s day. When the power to decide how media read stories from Dear Bully, edited by we approach people with compassion, will influence them. Megan Kelley Hall and Carrie Jones, understanding and love, they gener- and discussed their experiences. I ally respond with the same. Beyond Rosa Parks: Powerful arranged for one of the authors, A.S. Voices for Civil Rights and King, to visit the school. It was a won- What are your favorite books on Social Justice derful chance for the students to relate social justice issues? (Middle and High Schools) their learning to real life. One of my all-time favorite books is To Students learn how Maya Kill a Mockingbird by Harper Lee with Angelou overcame hardship Was there ever an incident of its subtle themes of women’s rights and discrimination to find her bias you wished you’d han- and children’s issues. Another book own voice and to influence oth- dled differently? I have recommended many times ers to use their voices for posi- Absolutely! I was once accused of is Mississippi Trial, 1955 by Chris tive change. being racist for asking an African- Crowe. Told through the eyes of chil- American student to leave for disrupt- dren, these stories show us how things Introducing Kids to the Idea of ing my class. I was hurt and unfor- really are and how things ought to be. Environmental Racism tunately raised my voice in anger. (Early Grades) Luckily, over time, the student and I In this lesson, students partic- recovered our relationship. DOWN THE HALL ipate in an activity designed to Know an excellent administrator, simulate the inequity of envi- What is the greatest lesson you’ve librarian or counselor we should interview? ronmental racism. learned from students? Email us at [email protected] and put Children have just as many worries “Down the Hall” in the subject line.

did you know? Teachers of Hispanic origin are one of the fastest growing groups of teachers. did you know? —National Center for Education Information

14 Teaching Tolerance Activity Exchange Have you created a classroom activity tied to a social justice topic? Think it would be perfect for Teaching Tolerance? We’ll pay $250 for Activity Exchange items we publish. To see submission guidelines, go to tolerance.org/about

Grade K-2, 3-5 We Are All Unique

For this activity, you will instructions: need People by Peter Pair up the students Spier. You will also need carefully, trying to keep to have a copy of the friends separate. similarities and differ- Distribute the ences worksheet (avail- similarities and able for download at differences work- tolerance.org/similarities- sheet and a pencil worksheet), a pencil, five to each student. rectangular cards, string, Ask students markers, scissors and a to write observed square dowel (approxi- physical traits on mately 12 inches long) for the worksheet with- each student. out speaking. Write this quote Then ask partners to on the board; “‘Know share non-observable thyself’ is a good saying, qualities such as likes, but not in all situations. hobbies and special abili- In many it is better to say ties. Both students should ‘know others.’” Brain- be filling in the worksheet storm the quote’s mean- during the questioning/ ing as a class. Allow 10 discussion period. minutes maximum for Next, students should discussion. narrow each category to After reading the entire one characteristic. book together, revisit the Distribute the rest of their partners’ names on our differences are pre- quote. Ask students why the materials, and ask their dowels. cisely what make us simi- they think the author in- students to write and il- Ask students to cre- lar. During the process— cluded it and what it means lustrate each characteris- ate mobiles by attaching and once the mobiles are in the context of the story. tic on an individual card. the cards to their sticks exhibited—students seem Next, follow these Students should write with string. to discover that they have Exhibit mobiles many things in common in the classroom, so with others whom they students can discover had not considered as For activities that help students understand details about each other possible friends. their multicultural selves and the cultural norms throughout the year. that shape the way we see and interact with the Raquel C. Cuperman world, visit tolerance.org/activity/shaping-our- This activity helps to Colegio Los Nogales Bogota, Colombia culturally-responsive-selves. show students that all

great anti-bias ideas and activities from teachers everywhere! spring 2013 15 Activity Exchange

Grades 3-5 The Chain That Connects Us

After participating in this will be doing an activity a worksheet, scissors When students have activity, students will in which they will learn and glue. Each student completed all six chain be able to identify ways more about similarities should talk to six differ- links on the worksheet, they are similar to and and differences. Explore ent classmates, deter- have them cut each link different from peers and with students why it is mining two positive facts along the lines and then understand why diversity positive that we are alike about each—one they glue the ends together, is positive. in some ways and differ- share and one they differ interlocking links to Give each student a ent in others. School and on. Students will record make a chain. After copy of the chain link life would be boring if we these facts on their chain they finish, connect the template worksheet were all exactly the same— link worksheets. Re- chains together to create (available for download we wouldn’t be able to tell mind students that they one large chain. Display at tolerance.org/chain- each other apart. may have to ask each it in your classroom as a link-template). To begin the activ- other multiple questions reminder to students of Tell students that you ity, give each student before they are able to how both our similari- find a similarity and a ties and our differences difference. For example: connect us. Check out another fun activity in which students What is your favorite Emily Tweten learn more about each other and celebrate color? Where were you Pennock Elementary School classroom diversity at tolerance.org/activity/ born? What subjects do Brighton, COlo. identity-posters. you like best?

Have a good activity idea? drop us a line at [email protected] 16 Teaching Tolerance with the subject line “Activity Exchange submission.” Grades 3–5 Fruit Salad

This lesson will generate second picture of a bowl student interest by ask- of fruit with a large, ing children how they eat wrinkled, brown un- a meal. Try these ques- familiar food item tions to get started: What in the middle. do you eat first? What do This can be you save for last? a dried fig, After some discussion, or another pass out pictures of a fruit unfa- fruit salad. Alternatively, miliar to bring an actual large most of fruit salad—it makes a the chil- big impression and can dren in be shared after the les- the class— son. Explain that people but it is approach things on important their plates differently that it not depending on what they look par- like and don’t like, and ticularly help students to think appetizing about how personality to everyone. impacts choices. Ask the Ask the students how children how they would eat the salad. they would ap- During the discussion, proach the fruit echo statements that salad now. I find it help children respect more powerful to let the various approaches. the children’s remarks Write comments on be heard by one another the board. Then show a than to comment myself. You might hear: son, the fruit salad can Steer children toward “I would not eat it be eaten—and the new understanding that it because of that horrible fruit sampled. I ask the might not be fair to fruit in the middle.” children how a com- push the strange “I wouldn’t eat it at munity is like the salad item away, but all because the fig has bowl. With time, I invite instead, to try it touched it.” children to share other before deciding. To conclude the les- dishes that could be used as a metaphor for the diverse populations of To go from salad bowl to the United States. community to family, visit Julie Alice Huson tolerance.org/activity/shape-home. San Rafael City Schools San Rafael, CAlif.

A comprehensive list of curriculum standards aligned with each Activity Exchange can be found at tolerance.org/activity-exchange-3/standards. spring 2013 17 Activity Exchange

Grades K–2, 3–5 Six Secrets of Friendship

In this classroom activ- about the item, and then ity, students use sight open the discussion to the and touch to learn how whole class. powerfully words can After several students affect relationships. have had the opportunity Students participate to share, move on to the verbally (through dis- next item on the assembly cussion) and physically line, and repeat the proce- (through volunteering dure. Continue the discus- and creation of a Six sion in the same fashion for Secrets of Friendship each of the six items. Bag). In the end, each 1. Popsicle stick student will have a Represents “Sticks and concrete and tangible stones may break my reminder of the activity. bones, but names will Getting Started: Place never hurt me.” Discuss piles of the following this saying with students six items assembly-line to help them realize style in the classroom. words can indeed be 4. Inspirational quotes of “zipping your lips” Be sure to provide “invisible weapons” that Represent positivity and when you have nothing enough for every student hurt others. inspire kids to feel good nice to say to someone. to receive one of each 2. Blank mailing label about themselves. Some Finally, have students item (e.g., if you have 25 Represents reputations examples of kid-friendly create individual Six Se- students, you will need and how people can be quotes to use are: “Say crets of Friendship Bags 25 of each item). “labeled” based on in- what you mean, mean what by placing one of each Once the assembly nate characteristics. you say, but don’t say it item into a resealable line is set up, ask for one 3. Cotton ball Repre- mean.” or “You are always plastic bag. Encourage student volunteer to sents softening words to in control of your choices; students to keep their Six stand next to each pile of avoid hurting feelings. words are only words un- Secrets of Friendship Bags items. Ask the first volun- Students may share ex- less you react to them.” at school as a visual re- teer, “What do you think amples such as: I’m sorry. 5. Chocolate candy minder to use kind words your item has to do with I didn’t mean to say that Represents how sharing and actions with others. friendship?” First give the to you. I’m having a bad shows friendship and Students will want to six volunteers a chance day and didn’t mean to respect and is an act of eat or share their choco- to share their thoughts take it out on you. kindness. Encourage dis- late candy. Tell them to cussion about the impact enjoy it—they earned it! on friendship if individu- Help students continue to build healthy als share the treat. Marilyn Vargo Myers Elementary School relationships by learning assertion and refutation 6. Resealable plastic skills at tolerance.org/activity/assertion-jar. Taylor, MIch. bag Represents the choice

18 Teaching Tolerance Grades 6-9 STOP! Boxing Bears? What’s the Meaning?

In this lesson, students will Students may make coming on to a second sign, prompting their giggles, review and reinforce infer- ments like “That’s easy. I you could ask students pointing out they didn’t ence skills while learning know what that means.” to contrast the font and laugh at the school about ethnocentrism. However, the absence color. Continue with one crossing sign, even You will need to gather of words on the sign or two more signs found though both have a safety images of signs before requires students to de- in your community. message. Be prepared starting this activity. Start cipher the message based Next, move on to unfa- to address derogatory online, but you may also on color, pictorial clues miliar signs. I have an im- remarks, such as, “That’s want to take pictures of and past experiences. age of a sign from Japan a dumb sign, who’s going local street signs in your Discuss the sign’s that cautions viewers not to punch a bear? If I see area or pictures of foreign color, how its images are to engage the wildlife. a bear, I’m going to run.” signs during travels. used and locations where The sign has a man who The bias favoring one’s Start with a familiar students have seen the looks like he’s boxing a own culture should be American street sign. sign previously. Mov- bear with a large “X” over addressed as students the man and bear. The voice their explanations students get quite a for laughing. Remind chuckle over this them to use their infer- unfamiliar sign. ence skills, and they I allow should come up with students to reasonable explanations discuss of the sign’s meaning. what is Afterwards, I give this definition of ethnocentrism: the tendency to evaluate the values, beliefs and behaviors of your own culture as being more positive, logical or natural than those of other cultures. We then discuss the consequences of ethnocentrism. I also use this opportunity to stress the patience and tolerance that should be afforded to those who are unfamiliar with the local culture. Find various street signs to Mollie Surguine On Track Tutoring get you started and Academy at tolerance.org/ Scottsdale, AriZ. street-signs.

illustrations by susan estelle kwas spring 2013 19 Activity Exchange

Grades 6–12 Are those who produce Happy Meals really that happy?

To begin exploring the by Michael Pollan and works have eye-opening working conditions? What human cost of food, Chew on This: Everything chapters dealing with the role does the government my eighth graders read You Don’t Want to Know conditions of workers play in maintaining and/or excerpts from The About Fast Food by Eric who process our food. improving these working Omnivore’s Dilemma Schlosser and Charles To give my students conditions? (Young Readers Edition) Wilson. Both of these a historical perspective As a culminating activ- on agricultural work, we ity, my students formulate examine several docu- a food consumers’ bill of mentaries. Edward rights. This is a chance for R. Murrow’s 1960 the students to synthesize Harvest of Shame what they have learned (available on while encouraging people the YouTube to become socially con- CBS Channel) scious consumers. deals with the Most students’ bills plight of agri- of rights highlight the cultural work- poor working conditions ers on the east of food workers and en- coast. Teach- courage students’ peers ing Tolerance’s and families to purchase Viva La Causa food from farms or allows stu- companies that promote dents to dem- fair labor practices, but onstrate that some students choose to farm workers focus on other important have the power issues concerning our to organize and food consumption, such create positive as animal rights or the change. nutritional impact of Discussions are poor-quality foods. often initiated by students: What do Joe Golossi Elysian Charter School we do as consumers Hoboken, N.J. to enable these poor

The Viva La Causa DVD and teaching kits are available to educators, free of charge, at tolerance.org/viva.

20 Teaching Tolerance activities compiled by thom ronk SNEAK PEEK

PERSPECTIVES for a DIVERSE AMERICA Coming this fall—a Teaching Tolerance curriculum makes rigor relevant. by Darlene koenig

offers flexible components for teach- Lauren Gallant is committed to making social justice ing the texts. Teachers will be able to issues part of her U.S. history teaching. An avid user of Teaching choose and download options for vocab- Tolerance materials, she’s always in search of tools “that help ulary development, reading comprehension, discussion, persuasive writing and illuminate the subject matter and the human condition.” But social action. These parts of the learning the Simi Valley High School, Calif., teacher has a typical chal- plan align to the Common Core anchor lenge: There is little time for “extras” while working to meet state standards of language, reading, writing, speaking and listening. and district goals. And she’s currently in the middle of training on the Common Core State Standards. Adopted by 45 of the 50 The Anti-Bias Standards: An ‘Explicit Blueprint’ states, the standards are to be formally implemented by 2015. Teaching Tolerance’s anti-bias standards are the soul of Perspectives. Emily Teaching Tolerance is stepping up Chiariello, who has headed the devel- to meet that challenge. Next fall, it opment of Perspectives at Teaching will launch Perspectives for a Diverse Tolerance, says the Teaching Tolerance America—a literacy-based, K-12 anti- team realized early on there were no bias curriculum that pairs the rele- widely accepted standards, so they vance of multicultural content with the began by looking at Louise Derman- rigor of the Common Core standards. Sparks’ four goals of anti-bias educa- The free, web-based curriculum will tion. The goals are included in her 1989 include the following components: book, Anti-Bias Curriculum: Tools for Anti-bias standards—the first of Empowering Young Children. their kind—that are grouped into the Chiariello says the Perspectives perspectives of identity, diversity, jus- development team unpacked Derman- tice and action. Sparks’ goals into 20 standards in four An anthology of central texts—non- perspectives: identity, diversity, justice fiction essays and speeches, literature, and action. The resulting standards are songs, video clips and maps—that will being used to select texts for the curric- help students consider and challenge ulum. She says they also helped match multiple points of view. a “culturally responsive pedagogy with An integrated learning plan that the rigor of the Common Core.”

spring 2013 21 “An invaluable resource for teachers committed to keeping equity and social justice at the forefront of the curriculum” — Amy Vatne Bintliff

“The fact that Perspectives is liter- Reading to Black Adolescent Males: on literacy across curriculum areas, acy-based and makes use of diverse Closing the Achievement Gap. “I am “everybody is a reading teacher,” says texts is important,” says Dr. Jennifer excited to gain access” to them. Chiariello, who emphasizes that the Trujillo, an associate professor and The anti-bias texts will reflect the texts will reflect a balance of issues teacher education coordinator for Common Core’s approach to com- and voices. The topics will go beyond Linguistically Diverse Education at plexity, range and quality. And they the more common issues of race and Fort Lewis College in Durango, Colo. will represent both literary and infor- ethnicity to include wealth and pov- “But it is the four unique anti-bias per- mational text types. Visual and mul- erty, disabilities, religious discrimina- spectives … that make it distinct.” timedia texts will also be included in tion and immigration. “Based on my experiences … this the online anthology, giving students “I’m always accumulating new will be the first curriculum of its kind opportunities to locate information books about diversity issues to read to to offer an explicit blueprint designed among photographs, political cartoons my first-graders,” says Chicago teacher to move students into the position of and recorded interviews. Joel Blecha. “I am particularly drawn advocate,” says Trujillo, who is also an Chiariello says researchers are to the fact that the texts in Perspectives advisory board member for Teaching scouring available resources for texts encompass themes covering not only Tolerance. “This will have a great that highlight and foster the explora- race and ethnicity—there are count- impact on learner success.” tion of identity, authentic accounts less books available on these topics— of real-life experiences, intergroup but less-covered, equally important A ‘Gold Mine’ of Rich Text understanding, historical empathy, themes like gender, sexual orientation If the anti-bias standards are the soul the awareness of prejudice and injus- and class.” of Perspectives, the central text anthol- tice, individual and collective struggles Amy Vatne Bintliff, author of ogy is its heart. The framework’s cen- against injustice and—finally—action Re-engaging Disconnected Youth: tral texts alone “are a gold mine,” says against injustice. Transformative Learning Through Dr. Alfred Tatum, author of Teaching With the Common Core’s focus Restorative and Social Justice Education,

PERSPECTIVES for a DIVERSE AMERICA

A K-12 LITERACY-BASED 22 Teaching Tolerance ANTI-BIAS CURRICULUM says the anthology “allows teachers to users of Teaching Tolerance materials easily access a variety of complex texts COMING know there are hundreds of supplemen- in one central location—texts filled tal lesson plans already on its website. with opportunities for rich discussion Those existing plans will still be avail- around social justice themes … it’s an FALL 2013 able, says Ronk. And similar materials amazing collection of powerful texts.” Sign up for our weekly will still be produced around topical newsletter at tolerance.org issues and in partnership with outside Building a Modular Learning Plan to receive updates about organizations. Teachers will have the opportunity Perspectives for a What all Teaching Tolerance mate- to dig right into Perspectives’ always- rials will have in common are the new Diverse America. accessible anthology, and they will anti-bias standards. have their own control over teaching “I’m certain that Teaching Tolerance the texts. veterans will be thrilled with this The Perspectives integrated learn- streamlined curriculum and that ‘new- ing plan will include five phases: Word bies’ will learn how to implement this Work (vocabulary); Close and Critical framework for teaching tolerance and Reading (reading comprehension); addressing justice in their schools,” Community Inquiry (discussion); teachers to match the meaningful text says Trujillo. The curriculum is “fresh Write to the Source (persuasive writ- content with effective, curated instruc- and innovative, yet its marriage to ing); and Do Something (social action). tional strategies. the Common Core will allow it to be Thom Ronk, senior manager of Meredith Liben is with Student widely implemented.” teaching and learning at Teaching Achievement Partners, a nonprofit Bintliff agrees that Perspectives“ will Tolerance, says teachers will choose organization that pulls together edu- be an invaluable resource for teach- among 10 or more strategies for cators and researchers to improve ers committed to keeping equity and accomplishing these phases—essen- student achievement. The group social justice at the forefront of the tially building their own lesson plans was founded by three of the con- curriculum.” depending on classroom goals and tributing authors of the Common But it’s Gallant, the Teaching skill levels. Teachers then will be Core State Standards. She says SAP Tolerance veteran in the classroom, able to download and print their reviewers did a careful reading of the who’s most excited. She can’t wait to chosen strategies or move them to Perspectives curriculum. get started. another platform. “[We] were happy to see that it “I love the idea of materials that will That means that achieves the key instructional shifts help us achieve three goals at once,” she Perspectives will not called for by the Common Core State says, “addressing social justice issues have conventional Standards for Literacy,” she says. “The and building literacy, while continuing or scripted lesson texts are authentic and complex, and to provide our students with the back- plans. This flexi- the questions and activities focus ground” across subject areas. bility will allow on the readings and consistently require readers to produce textual evidence Toolkit for their positions.” Sample anti-bias text exemplars. Of course, veteran visit>> tolerance.org/perspectives-toolkit

spring 2013 23 teaching tolerance online resources

How can I get Teaching Tolerance’s educational resources? toteachers Just click.

œtolerance.org

LESSON PLANS AND PROFESSIONAL SPECIAL PUBLICATIONS CLASSROOM ACTIVITIES DEVELOPMENT TOOLS provide current information on help you promote respect for encourage personal reflection anti-bias education. differences in your classroom. and staff learning.

“It’s important that we make room for this—for learning how to get along with one another—in our core curriculum … ‘People skills’—being conscious of our cultural differences—is what SPEAK makes businesses succeed and economies run. If we don’t do this, it’s a disservice to our students, to our country and to our world.” UP AT —Amber Makaiau, ethnic studies teacher Oahu, Hawaii SCHOOL How to Respond to Everyday Prejudice, Bias and Stereotypes

TEACHING TOLERANCE A Project of the Southern Poverty Law Center A GUIDE FOR TEACHERS 400 WASHINGTON AVENUE MONTGOMERY, AL 36104 WWW.TEACHINGTOLERANCE.ORG A PUBLICATION OF TEACHING TOLERANCE

24 Teaching Tolerance tolerance.org/signup No School Like Freedom School Based on the 1964 Mississippi Freedom Schools, modern-day programs educate and empower students. by lisa ann williamson

“You are the hope of the future.” That’s the message Marian Wright Edelman, executive director of the Children’s Defense Fund (CDF), gave more than 1,500 excited college students and recent graduates as they began a week-long training for the CDF’s Freedom Schools. She was pre- paring them for a daunting task—that of transforming the educational pros- pects for thousands of students across the country. Later, one group of trainees, crowded inside the confines of a bright Hula-Hoop, tried to move in tandem SNCC volunteers and local students in Mileston, Miss. in 1964. Above: College students and recent graduates train to become CDF Freedom School instructors at Haley Farm in Clinton, Tenn. toward a pink and orange ball. In this exercise, the ball represents a child who struggles in class and fears that the follow-up discussion, team mem- than anything, they had pulled together she, like her mother before her, will not bers expressed frustration about the as a team. finish school. barriers they had faced. Though the This and other team-building activ- The trainees traded ideas about how trainees had been afraid of failure, the ities—along with intensive study of to move closer and reach the “child” exercise had forced them to speak up reading instruction, language strat- despite the encircling Hula-Hoop. In and build on each other’s ideas. More egy, cultural economics, social justice,

spring 2013 25 parent engagement and learning barriers—inform trainees’ work with real children in the CDF’s summer academic-enrichment program. The trainees have become what Ella Baker—a civil rights activist who helped organize the original Mississippi Freedom Schools, coordinate the Freedom Rides and create the Student Nonviolent Coordinating Committee (SNCC) in the 1960s—referred to as servant leaders. Clockwise: A summer volunteer and students in Hattiesburg; a car hood turned classroom Modeled after the 1964 Mississippi outside the Mileston Community Center; art created by Freedom School students; Freedom Schools, which were designed Freedom School student Eddie Carthan, who became mayor of Tchula, Miss., in 1977. to change a community by giving residents the tools to develop leaders and exercise their political power, modern Freedom Schools—such as those run by the CDF—emphasize the connection between education and freedom. Their main goal is to replace the cradle-to-prison pipeline with a cradle-to- college track. Last summer, more than 11,300 students were served through CDF Freedom Schools sponsored by schools, churches and nonprofit organizations at 177 sites in 82 cities across the country. “What we hope and have seen is that children will form a love of books and a love of ideas in books,” says Jeanne Middleton-Hairston, national director of the CDF Freedom Schools Program. The Original Freedom Schools “We want to empower children to The legacy of the 1964 Mississippi understand that they are valuable … and Freedom Schools—that change comes not proscribed by their circumstances.” from the bottom up—is timeless. Freedom Schools use techniques— When the schools were founded, fewer such as call and response, motiva- than 6 percent of African Americans tional music and an emphasis on could vote, and schools for black chil- social action and family interaction— dren lacked basic resources. Inspired by rooted in African culture, the black the Highlander Folk Schools of the labor movement, groups like the Congress of church and the civil rights move- Racial Equality (CORE), SNCC and the ment. But CDF Freedom Schools are National Association for the Advancement not an “Afrocentric program,” stresses of Colored People (NAACP) teamed up to Middleton-Hairston. create activists, organize residents, regis- Instead, the racial makeup of each ter voters and form an alternative political Freedom School reflects its commu- party that included African Americans. nity. At some, most students are chil- Classes taught by student volunteers—including historian and college professor Howard Zinn and activist Stokely dren of mixed heritage. A growing num- Carmichael—were held in churches, open fields and residential backyards and ber of students and servant leaders are included a mix of black history, civil rights movement philosophy, leadership devel- Latino. In New Orleans, one Freedom opment, reading and math. Students ranged from preschoolers to adults. School enrolled primarily Vietnamese

2626 Teach Teachinging Tol Toleraenrceance Cheers and chants start the day at CDF Freedom Schools The Way We Start the Day This is the way (hey) We start the day (hey) We got the knowledge (hey) To go to college (hey) We won’t stop there (hey) Go anywhere (hey) We work and smile (hey) ’Cause that’s our style (hey) We love each other (hey) Help one another (hey) There’s nothing to it (hey) Just have to do it (hey) This is the way (hey) We start the day (hey) ‘Cause we don’t play (hey) CDF Freedom School trainees listen to and learn about the Now what you say (hey hey music of the civil rights movement sung by former SNCC hey heeeey) Freedom Singers.

students and embraced that culture. The CDF Freedom Schools curric- deeper level with characters and cir- Teacher demographics are the reverse ulum focuses on five content areas— cumstances that “work with the whole of most public schools. Nearly three- academic enrichment; parent and fam- child and make a connection between quarters of servant leaders are African- ily involvement; social action and civic what is read and what is in the minds of American, and more than one-third engagement; intergenerational leader- children,” said Dr. Carole McCollough, are men. ship; and nutrition and health. a retired library sciences professor who Regardless of demographics, all stu- Freedom School students read a heads up the book-selection committee dents benefit from cultural exchange selection of books they may not be for CDF Freedom Schools. and literature that features children exposed to during the school year, giv- Energetic cheers, chants and songs and families of color. ing them the chance to connect on a are also a big part of the CDF Freedom School culture. Students clap hands, tap feet and bob their heads to the beats of songs like the “Hallelujah Other Modern Freedom Schools Chorus” from Handel’s Messiah and the call-and-response chant “Rock the The CDF Freedom Schools Program is only one of many based on the origi- Freedom School.” nal Mississippi Freedom Schools. Fred Kelly, of Charlotte, N.C., saw a In the summer of 2005, Kathy Emery helped launch the San Francisco Freedom transformation in his son Iman after he School, a six-week Saturday adult course featuring civil rights history, presentations by attended a CDF Freedom School. Iman civil rights movement veterans, discussions, film screenings, readings and activities. developed a new love of learning. “He Another program, the Chicago Freedom School, helps high school students cre- started talking about reading things, ate change in their communities. This year, 16 students will design projects to build healthy communities as well as fair and just schools. which he never did before,” Kelly says. In Detroit, after students walked out to protest failing schools, they called for a “He got to choose stories to read, and Freedom School. And in Arizona, a ban on ethnic-studies programs in public schools those stories were often connected to led students and teachers to organize the Paulo Freire Freedom School—a charter black history or the African-American that focuses on social justice and environmental sustainability for middle school stu- experience. He felt like he could tell us dents in Tucson. new things at the dinner table.” The 1964 Mississippi Freedom Schools are a powerful model that warrants dupli- Iman, now 13, attributes his new- cation nearly 50 years later, says Emery. “Schools are so essential to movement building,” she says. “The goal is to empower people.” found love of reading to the CDF Freedom Schools’ curriculum. He says the books were about young people who

spring 2013 27 How to Build π books π What Are Kids Reading a Grassroots at CDF Freedom Movement Schools? Mr. George Baker by Amy Hest Those Shoes by Maribeth Boelts The Journey of Oliver K. Woodman by Darcy Pattison The Carpet Boy’s Gift by Pegi Deitz Shea Out of My Mind by Sharon M. Draper The most powerful component of The Road to Paris by Nikki Grimes the Montgomery Bus Boycott was the people who identified the injus- Romiette and Julio by Sharon M. Draper tice, devised a strategy to change it, The Other Wes Moore: and developed methods to commu- One Name, Two Fates by Wes Moore nicate the plan and use alternative transportation. It’s a perfect example of the type of effective grassroots movement feel like I owe where I am to Freedom we saw recently as protesters in the Schools,” Choice said. “I hope to Occupy movement sprang up across the country. inspire at least one child to take inter- “The Occupy movement is the est in school.” Montgomery Bus Boycott of our Many Freedom School graduates day,” says Kathy Emery, execu- feel compelled to become servant Will Choice, top, who attended a CDF Freedom tive director of the San Francisco School as an adolescent, became a servant leader leaders when they reach adulthood. Freedom School. She says build- intern in Sanford, Fla. last summer. Iman Kelly They have firsthand knowledge of the ing an effective movement requires learned to love reading at the CDF Freedom power of the program and want to pay “planning, strategizing and thorough School in Charlotte, N.C. training in the discipline of nonvio- it forward. lent direct resistance.” This intergenerational model of There is no one way to effect education works. In 2010, a two-year change. What’s needed is steady excel in spite of adversity, and the les- study of CDF Freedom Schools in conversation exploring the issues sons included activities. “I really like Charlotte, N.C., and Bennettsville, needing change, says Emery. In addi- hands-on activities with the reading,” S.C., found that 65 percent of students’ tion to use of the arts and nonvio- Iman said. “I know I need my education. reading test scores improved and 90 lent resistance, the following steps help build a movement: I feel like I improved in reading, and I percent reported no summer learn- like participating in discussions now.” ing loss. A study of Freedom Schools in k Think creatively about solutions Will Choice was 11 years old when Kansas found that students improved to problems. he enrolled in a Freedom School in his their reading skills by two grade levels. k Build relationships one at a time. hometown of Sanford, Fla. He says he Given these results, it’s not hard to struggled with reading and was fre- agree with Wright Edelman’s senti- k Form networks and coalitions. quently reprimanded for talking in ment—the CDF’s young servant lead- k Study the civil rights movement. class. He felt disconnected from tra- ers are indeed changing the future. ditional school. When he went to a k L ocate the civil rights veterans in Freedom School for the summer, your community and learn from them. his reading skills improved. His confidence soared. Toolkit k Take direct action. Choice, now 20 and a junior Implement best practices from the at Stetson University, served as a Freedom School model in your school and classroom. servant-leader intern last sum- visit>> tolerance.org/freedom-schools mer at a Freedom School. “I

2828 T Teacheachinging Tol Toleraenracence Sound Effects Challenging Language Prejudice in the Classroom

By Walt Wolfram illustration by anne wilson

In a telling experiment conducted English. The interviewer played the “I think I want my present from by Marilyn S. Rosenthal, children were same message from the different boxes, Kenneth, if he doesn’t bite.” asked to accept a box of crayons and followed by questions such as “Which “’Cause Steve is good, Kenneth drawing pad from one of two “magic box has nicer presents?” and “Which is bad.” boxes.” The boxes looked identical, but box sounds nicer?” The children in the experiment the voices that played from a hidden The responses were revealing: ranged from ages 3 through 5. Children speaker within each box were different: “I like him [points to Steve] cause he acquire attitudes about language differ- Steve spoke Standard American English sounds nice. I don’t like him [pointing ences early and these attitudes quickly and Kenneth spoke African-American to Kenneth].” become entrenched. Linguist Rosina

spring 2013 29 Some ways of speaking have acquired regional, social and ethnic associations, becoming proxies for attitudes about particular regional and social groups. New York City regional speech is often viewed as aggressive and rude; Southern speech might be seen as backward and “country.” Voices in television cartoons frequently portray villains as accented speakers of English. Standard English is reserved for superheroes and win- some characters. Even the voices in Disney’s animation reinforce stereotypes—main characters speak in Standard American or British dialects and mean or ignorant animals tend to speak in African-American English or Southern English. It’s not surprising that young children develop prejudices about language differences that can accompany them through life—unless these stereotypes are challenged.

Lippi-Green concludes in her book, Integrating Language Diversity into English with an Accent: Language, "We all speak Education Ideology, and Discrimination in the Even as multicultural education moves United States, “Accent discrimination dialects, whether forward, the study of language diversity can be found everywhere in our daily has lagged behind. Educating students lives. In fact, such behavior is so com- about language diversity should be an monly accepted, so widely perceived as we recognize it essential component of language arts, appropriate, that it must be seen as the history and social studies—or better last back door to discrimination. And or not." yet, all disciplines. the door is still wide open.” Several curricular programs on lan- While other forms of inequality, into a simple dichotomy: Language guage and dialect differences have now prejudice and discrimination have forms are right or wrong. been established and incorporated into become more widely recognized and Most people are shocked when they public education programs with strik- exposed in recent decades, language go to a different region and are told that ing results. prejudice is often overlooked and, in they speak a dialect, since they take A middle school curriculum devel- some cases, even promoted. for granted that it is other people who oped in North Carolina includes a vari- speak dialects. But we all speak dia- ety of activities ranging from analyti- The Seeds of Language Prejudice lects, whether we recognize it or not. cal exercises to uncover the patterned Children grow up in a world immersed We may order a soda, pop, Coke, co-cola, nature of dialect differences to engage- in language attitudes. Adults use words tonic or soft drink to drink with ment with a rich array of audio and such as “right,” “wrong,” “correct” and our submarine sandwich, sub, video resources featuring different “incorrect” to label speech. Language hoagie, grinder, torpedo or hero, that “falls short” of the sovereignty of but we won’t eat unless we make Toolkit Standard English is thrown into a sin- a dialect choice in ordering our Raise student awareness about the impact gle wastebasket, even when the phrases sandwich and carbonated drink. of language prejudice with our short video and activity. represent natural regional and socio- Dialects are inevitable and natu- visit>> tolerance.org/sound-effects ethnic dialect traits. We are socialized ral, and we all speak them.

30 Teaching Tolerance Commonsense Views local dialects. In one exercise, students She observes that “to understand lan- and Dialect Reality examine what judgments they make guage is not only to know how to speak about a person on the phone based on and write ‘Standard English’ correctly, Most people think that dialects her accent or dialect. but also to value the rich tapestry of in the United States are dying out Jeffrey Reaser’s study—developed language in all its forms.” because of increasing mobility and in 2005 and updated in 2007—of stu- The study of language and dialect the influence of a relatively homog- dent reactions to this language curric- differences challenges a set of “com- enous media voice. But this is not ulum showed that there was a signifi- mon sense” assumptions, stereotypes the case. cant change in attitudes toward and and prejudices that too often fly under Though there is some erosion of knowledge about dialects. Ninety-eight the radar, even in multicultural edu- once-isolated dialects, some major percent of the students reported they cation. Unless we confront these atti- dialect areas are actually diverg- learned something that would change tudes, they will continue to negatively ing from each other. For example, the way they thought about dialects. impact those who speak dialects other a recent survey of the dialects in Students noted that “dialects aren’t than Standard English—and that’s now the United States reveals that the sloppy versions of Standard English” a majority of the American population. dialects of northern cities such as and that “they follow specific patterns Chicago, Detroit, Cleveland and that are logical.” They came to under- Three Things Teachers Can Do Buffalo are actually more distinct stand “there are tons of stereotypes, 1. Expose students regularly to language today than they were 50 years ago. which are almost always wrong” and differences in cultural context. Create Studies of socio-ethnic language that “dialects represent people’s cul- opportunities for your students to varieties such as African-American ture and past.” As one student put it, connect with students from other English and Hispanic English show “[Dialects] are special and hold cus- dialect regions and groups via Skype that they are also more robust and toms of how people live.” to collaboratively explore language distinct than they were in the past. Teachers also reported strong results. differences. Have them compare and Finally, new regional dialects are One said the examination of dialect dif- discuss dialect words and pronunciations emerging in California, Oregon and ferences “has proven to be empower- from their respective regions. Washington, as West Coast dia- ing for my minority students. For many lects develop a distinct regional of them, this is the first time they have 2. Challenge assumptions about lan- THE WEST voice that conveys, in part, a been told in a school setting that their guage differences as they occur. : The West newly emerged social and regional dialect is valid and not ‘broken.’” Students who negatively comment on Alaska identity. Teacher Leatha Fields-Carey the speech of others should be guided Silver City, New Mexico to examine the basis of their assump- NORTH CENTRAL NORTHERN tions. For example, if a student says : NEW ENGLAND North Central NORTH CENTRAL a particular pronunciation or word Iron Rangers, Minnesota choice sounds “weird” or “funny,” ini- Mat-Su Valley, Alaska THE NORTH tiate a conversation about the nature of THE NORTH language differences, how they develop : Western North and what they signify. THE WEST Inland North THE MIDLAND GREATER GREATER St. Louis Corridor NEW YORK CITY NEW YORKIndiana CITY North 3. Integrate the discussion of lan- Greater New YorkEastern City North guage variation into the conversa- The HamptonsAlbany Downtown NewProvidence Orleans THE SOUTH tion of cultural and regional differ- THE MIDLAND reports that for ences. Language and dialect should : both mainstream— be discussed as a natural consequence El Paso Oklahoma City West Midland Central Midland and nonmainstream— of other historical and culture dif- Canton, Ohio Cincinnati speaking students ferences. Include lessons examining Allegheny Midland Pittsburgh East Midland Atlantic Midland “the recognition of how culture and history have influ- North Florida South Florida language patterns and enced language variation when study- Galveston Corpus Christi San Francisco Bay Hawaiian Standard English Based on dialect map governing rules made ing the history of Southern Appalachia, by Rick Aschmann the students feel for the first time that African Americans in the United States THE SOUTH For full map, including Alaska and Hawaii, : their varied use of ‘standard’ English or American Indians. Lowland South Classical Southern visit aschmann.net/AmEng did not indicate a lack of intelligence.” The Tidewater Savannah Cajun English New Orleans, Mid City Inland South New Orleans, Irish Channel spring 2013 31 32 Teaching Tolerance best practices // Engaging Limited English Proficient Students and Families Found in Translation A Teaching Tolerance Guide illustraton by lincoln agnew

Fueled by two decades of historiC immigration, American demographics are changing. Many school districts are often ill prepared to meet the needs of limited English proficient (LEP) students and families. • Train staff to effectively communicate Teaching Tolerance created best practices for engaging LEP students and fam- with LEP parents—when and how to ilies in an effort to help administrators build a supportive learning environment obtain qualified language assistance, for all students. They provide guidance for forming a comprehensive communi- use of interpreters when staff receive cation plan that puts LEP parents on equal footing with English-speaking par- or make calls to language-minority ents. Our tips will help you steer clear of discrimination during student registra- individuals, and applicable record- tion and create a leadership checklist to help your staff make sure the school envi- keeping procedures. ronment is welcoming to English language learners (ELLs) and their families. In 2011, Durham Public Schools ELL students and their LEP parents contacted School Climate the Southern Poverty Law Center (SPLC) seeking legal help. They complained about Perhaps your school has had a sudden limited access to interpreters, untranslated school documents and a general climate change in demographics that has led of exclusion. The SPLC agreed to work on behalf of more than 6,000 students and to tension, or maybe ethnic hostility is their families affected by the North Carolina school district’s policies. an old problem. Either way, a strong— Durham Public Schools eventually entered into a voluntary resolution agree- and evolving—anti-bullying policy can ment with the United States Department of Education’s Office for Civil Rights out- go a long way towards creating a learn- lining a plan of action to create a school environment that nurtured every child, ing environment that nurtures all of regardless of English language ability. your students. As a project of the SPLC, Teaching Tolerance is disseminating these best prac- • Disseminate the schools’ anti-bul- tices to districts across the United States. They are intended to help administra- lying policy—including a section on tors create inclusive school climates. national-origin-based harassment— to all staff, students, parents and community members at the start of the Communication school year. Don’t forget to print it in Parents depend on basic school com- services are available and explain how multiple languages. munications—report cards, bus sched- to request these services. A multi-lan- ules, permission slips—to stay involved guage poster by the office explaining • Administer an annual student survey in their children’s education. When a the resources available to LEP fami- on school climate—such as Teaching school fails to provide translation sup- lies can simplify communication. Tolerance’s School Climate Survey on port to LEP families, these lines of com- tolerance.org—and use the results of munication can break down. • Provide free interpretation and trans- the survey to identify and address • Develop a written communications lation services to LEP parents at par- issues related to harassment, includ- plan to ensure timely and effective ent-teacher conferences, meetings ing national-origin-based harass- communication with LEP parents. with the school principal and special ment. Again, be sure to provide the education meetings. survey in multiple languages. • Maintain a list of LEP parents who require languages other than English • All parent notices (e.g., registration/ • Hold community meetings with inter- and make this list available to all enrollment forms, emergency notifica- preters present at least twice each year staff members. tion cards, report cards, bus schedules, to provide information regarding reg- field trip permission forms, privacy istration/enrollment and communica- • Notify LEP parents annually that policies and class schedules) should tion services and to receive input from free translation and interpretation include appropriate translations. LEP parents and community members.

spring 2013 33 GET STARTED • Develop cultural sensitivity training for all instructional Have translated forms on hand. staff, cafeteria staff, bus drivers, school office staff and school- level administrators. • Change of Address or Telephone • Student NOT Riding Bus Student Registration • Reason for Absence Even inadvertent discrimination can discourage parents from • Request for Conference enrolling their children. Ensure that school publications, poli- • Early Dismissal cies, practices and procedures are equally inviting to all parents • You can download a sample booklet of trans- by avoiding these common registration missteps. lated information and common documents at tolerance.org/translated-school-forms • Registration and enrollment forms should not request or require information regarding a student’s, parent’s or guardian’s citizenship or immigration status.

Build a strong relationship • Registration and enrollment materials should not state or imply that a student or guardian must provide a passport or any other with the community. immigration-related document as a form of identification. • Involve families in events such as Teaching Tolerance’s Mix It Up at Lunch Day to break • Any request for a student’s, parent’s or guardian’s social secu- down cultural barriers. rity number should clearly state that disclosure is voluntary • Encourage teachers to make periodic and explain both why the number has been requested and how home visits. it will be used. • Invite families to share their cultures with students either in the classroom or at a special afterschool event. • You can download everything you need to Resources host a Mix It Up at Lunch Day event at mixitup.org Examining Your School’s Climate Strategies and tools for assessing your school’s climate tolerance.org/activity/examining-your-schools-climate

Hold an information Teaching Diverse Students School Survey Assess whether conditions in your school support teaching that session for families before addresses the needs of all students in racially and ethnically registration begins. diverse classrooms. tolerance.org/tdsi/schools-survey • Have interpreters present. • Explain your registration process in detail. Enhancing Teachers’ Cross-Cultural Communication Skills • Assure parents that the school’s only goal Methods for developing teachers’ abilities to engage in cross- is to provide their children with an race interactions with families. outstanding education. tolerance.org/tdsi/asset/enhancing-teachers-cross-cultural-commun • Inform parents of their children’s rights with our downloadable trilingual brochure, “Un Inviting Engagement Futuro Mas Brillante: El derecho de su hijo/a Strategies for better serving diverse parent populations de aprender.” tolerance.org/activity/inviting-engagement tolerance.org/trilingual-childrens-rights Translated School Forms Downloadable example forms in Spanish and English tolerance.org/translated-school-forms

Diversity Responsive Schools A paper for school leaders describing characteristics of schools that are likely to be particularly successful in facilitating the learning of racially and ethnically diverse students. tolerance.org/activity/diversity-responsive-schools

34 Teaching Tolerance Religion in the Locker Room What happens when coaches get church-state separation wrong? by sean price illustration by michael glenwood

spring 2013 35 In September 2011, Paul Phillips the coaches,” says stepped out of his football team’s field Need advice about how to Charles C. Haynes, house and into a struggle over the sep- director of the aration of church and state. Like most discuss religion at school? Religious Freedom teams, Paul’s practiced after school. Go to tolerance.org/getting-religion-right Education Project But one day he found that the coach at the Newseum in had called in a local minister to con- Washington, D.C. duct a weekly half-hour “team chapel” every day, and student athletes face “It’s tough to move before practice. them more often than most. Why? In from ‘we’re all good Christian people “[The minister] would come in and part because the conservative culture here’ to ‘we have to protect the rights tell some story that at the end would of many athletic programs is slow to of conscience for everybody.’” relate to a biblical story or something accept legal changes—or the increas- about God,” says 16-year-old Paul (which ing religious diversity of the United Remaining Neutral is not his real name). “The coach would States. Also, some coaches may feel In the 1960s, the U.S. Supreme Court pro- stand off to the side while he [the minis- that religion is a good—if not the only— tected the right of conscience by issuing ter] talked. And then the minister would way to bring out the best qualities in a series of landmark cases on religion in finish and we’d get up and go practice.” young athletes. schools, starting with Engel v. Vitale in Paul, who does not believe in God, “I think it’s fair to say that it’s 1962. Among other things, the high court knew that the law would be on his side more difficult to convince some of prohibited schools from leading prayers if he complained. The U.S. Supreme Court has ruled that public schools may not endorse prayers or religious activities. More God Than Ever Team chapel would surely fit in this Even today, a simple Google search can produce recent headlines from the main- category, but Paul worried about what stream media that say something like “Prayer Banned at Graduation” or “School his coach, a deeply committed Christian, Football Resumes After Prayer Ban.” might do if he found out about Paul’s This is ironic for two reasons. First, prayer has never been banned in public beliefs. Paul knew that most of his team- schools—only school-sponsored prayer. Second, the Supreme Court decisions, mates had no problem with the coach aided by changes in federal law, have opened the door for students to become inviting a minister to talk about God more religiously active at school, not less. at school; some would even be angry at According to Charles C. Haynes, by the early 1980s, many schools had become anyone who tried to stop it. “At least 95 religion-free zones. That is because cautious school officials overreacted to the con- percent of them are religious,” he says. troversies stirred up by the 1960s-era Supreme Court decisions. Wary of causing Religious minorities in pub- more controversy, they tried to keep out all mention of religion. It was not discussed lic schools face situations like Paul’s in textbooks, and students were wrongly told to keep their religious beliefs at home. Such incidents do still occur. In 2011, school officials at a Los Angeles elementary school tried to prevent a fifth-grader from singing the Christian song “We Shine” at its talent show. The principal mistakenly believed that allowing students to select songs with religious themes would violate the separation of church and state. However, when school officials allow students in a talent show to select which songs they wish to perform, they may not prohibit songs with religious content. After a threat of legal action, the school backed down and allowed the song. Although these kinds of stories make a splash in the press, Haynes says that such incidents are much less common than they used to be. Increased litigation is one reason. Another is that a 1984 law called the Equal Access Act opened the door for student-initiated religious clubs in secondary schools. “There are kids meeting around the flagpole [to pray] every September in thousands of schools,” says Haynes. “There are kids handing out religious tracts in thousands of schools across the country. There are kids praying in the lunch- rooms. There are kids bringing scriptures [to school] and reading them at recess. Before the Equal Access Act of 1984, there was no such thing as a religious club in a public school. So this has been a sea change.”

36 Teaching Tolerance or school-sponsored Bible readings, and Religious Affiliations in Birmingham, Ala., and the wife of a from giving clergy preference in speak- minister. She says that in her experience, Shown as percentage of adult ing to students. Essentially, the court just about any school-sponsored athletic U.S. Population. required public schools to remain neu- event—from a football game to a volley- tral on all religious matters. Evangelical Protestant Churches 26.3% ball banquet—can take on a religious fla- Some people misunderstood the Catholic 23.9% vor. “You don’t dare start off any venture intent of these Supreme Court deci- Mainline Protestant Churches 18.1% without some sort of prayer,” she says. sions, but in reality, the rulings did Unaffiliated 16.1% Even when students question these nothing to interfere with the personal Nothing in particular 12.1% traditions, determined schools find religious observances of young people. Agnostic 2.4% ways to skirt the Constitution. For Students remained free to pray alone Atheist 1.6% instance, when Paul’s father com- or in groups, as long as they didn’t dis- Historically Black Churches 6.9% plained to the principal about team rupt school or interfere with the rights Jewish 1.7% chapel, the coach moved it off campus of others. In fact, under current law, Mormon 1.7% and declared it voluntary but continued students may pray during their free Other Faiths 1.2% to hold it at the same time each week. time, wear religious symbols, take the Unitarians and other liberal faiths 0.7% Paul opted to skip the team chapel Bible or other holy books to school, talk New Age 0.4% sessions. But, he says, there was still an about their faith with classmates and, Native American Religions 0.3% underlying coercion to the situation. in secondary schools, form religious Don’t know/Refused 0.8% Because of his non-religious world- groups if the school allows other extra- Jehovah’s Witness 0.7% view, he was forced to skip the weekly curricular clubs. Buddhist 0.7% school-sponsored religious event held However, many conservative Orthodox 0.6% during instructional time and attended Christians saw the 1960s-era deci- by most of his other teammates. Muslim 0.6% sions by the Supreme Court as an attack After the school district received Hindu 0.4% on their faith. “Eighty percent of the a letter from the Americans United American people want Bible readings Other Christian 0.3% for Separation of Church and State and prayer in the schools,” said the Rev. Other World Religions 0.3% explaining why off-campus team chapel

Billy Graham in 1962. “Why should the * ± 0.6% margin of error, based on 35,556 cases was still unconstitutional, district offi- majority be so severely penalized by the SOURCE: religions.pewforum.org/affiliations cials told the coach that he was to have protests of a handful?” no role in the weekly meetings and that That view has been reinforced In the 2000 Santa Fe Independent they must be completely student run. by such groups as the Fellowship of School District v. Doe case, two fami- Despite the fact some coaches still Christian Athletes (FCA) and Athletes lies—one Mormon, one Catholic—filed see schools as places to promote their in Action, both of which formed thou- suit against their Texas school district religious viewpoints, Haynes says, sands of coach-led clubs—or “huddles,” for allowing student-led, student-ini- “there’s a trend to sort this out in public as the FCA calls them—in public schools. tiated prayer over the loudspeaker at schools and get it right.” He has seen a In 2009, the FCA was the largest sports football games. The high court ruled growing awareness among educators of ministry in the world; it now reaches that the school’s policy was unconsti- the laws concerning church-state sepa- 2 million students. Some professional tutional because loudspeaker prayers ration and Supreme Court precedents. athletes—including New York Jets quar- clearly were not private speech and effec- Also, a growing number of schools have terback Tim Tebow, whose signature cel- tively drowned out the voices of religious adopted guidelines to help teachers ebration pose of kneeling on one knee in minorities. In 2009, the court also turned deal with religious issues. prayer became known as “Tebowing”— down an appeal from a New Jersey high “In order to protect all the students, also contribute to an increasingly reli- school football coach who wanted to bow coaches have to be there for all the stu- gious atmosphere in sports. his head and kneel during prayers led by dents,” Haynes says. “They cannot take his players. sides in religion.” Defying the Courts Legally speaking, U.S. pub- Given the growing inclusion of religion lic schools should be more reli- Toolkit in sports, it’s not surprising that several giously neutral than ever. Yet it is Teach your students more about recent high-profile legal cases involv- easy to find schools that routinely freedom of religion and separation of church and state. ing religion in schools were related defy the Supreme Court’s rulings. visit>> tolerance.org/religion-locker-room to athletics. Dawn Dupree Kelley is a principal

spring 2013 37 38 Teaching Tolerance The School-to-Prison

POLICIES AND PRACTICES THAT FAVOR INCARCERATION Pipeline OVER EDUCATION DO US ALL A GRAVE INJUSTICE.

By Marilyn Elias illustration by chris buzelli

Sarah Arvey could see that 15-year-old by the U.S. Department of Education Office Marcus was going downhill fast in her sixth- for Civil Rights. Black children constitute 18 grade special education class. She had a good percent of students, but they account for 35 relationship with the boy, but he was getting percent of those suspended once and 46 per- into hallway fights and had been suspended cent of those suspended more than once. several times by October. For students with disabilities, the num- Marcus’ mom said he was smoking and bers are equally troubling. One report found drinking. She also complained that she’d lost that while 8.6 percent of public school chil- several jobs because of how often she’d been dren have been identified as having disabil- The Odds called to school. In fall 2011, she asked if the ities that affect their ability to learn, these Students Suspended During school could do something to halt her son’s students make up 32 percent of youth in the 2009-2010 School Year downward spiral. juvenile detention centers. Effective strategies exist for keeping boys The racial disparities are even starker for Black students (1 in 6) like Marcus (not his real name) out of trouble students with disabilities. About 1 in 4 black and in the classroom. But in a tragically large children with disabilities were suspended American Indian students (1 in 13) number of communities, they’re not being at least once, versus 1 in 11 white students, Latino students (1 in 14) used. Instead, students like Marcus find them- according to an analysis of the government selves caught up in the “school-to-prison pipe- report by Daniel J. Losen, director of the White students (1 in 20) line,” the direct result of policies and practices Center for Civil Rights Remedies of the Civil that favor incarceration over education when Rights Project at UCLA. it comes to adolescent mistakes. As a result, an A landmark study published last year Asian students (1 in 50) alarming number of young people—especially tracked school and juvenile justice records the most at-risk children—are being funneled of nearly 1 million Texas students for at least away from school and into the juvenile and six years. The study controlled for more than criminal justice systems. 80 variables, such as socioeconomic class, to see how they affected the likelihood of Who’s in the Pipeline? school discipline. This allowed researchers Students from two groups—racial minori- to isolate factors independently linked to ties and children with disabilities—are dis- school punishments. The study found that proportionately represented in the school- African Americans were disproportionately to-prison pipeline. African-American stu- punished compared with otherwise similar dents, for instance, are 3.5 times more likely white and Latino students. Children with than their white classmates to be suspended emotional disabilities also were dispropor- or expelled, according to a nationwide study tionately suspended and expelled.

spring 2013 39 Avoiding In other studies, Losen found racial Zero tolerance policies, which set one- the Pipeline differences in suspension rates have wid- size-fits-all punishments for a variety of ened since the early 1970s and that sus- behaviors, have fed these trends. A tall, thin African-American pension is being used more frequently as ninth-grader caught Victor a disciplinary tool. But he says his recent Best Practices Baptista’s eye early in the study and other research show that Instead of pushing children out, school year. “[Chris] was quiet, removing children from school does not Katzerman says, “teachers need a lot more but you could tell not a push- improve their behavior. Instead, it greatly support and training for effective disci- over,” Baptista says, and he increases the likelihood that they’ll drop pline, and schools need to use best prac- was suspended a lot for cut- out and wind up behind bars. tices for behavior modification to keep ting class. these kids in school where they belong.” At the time, Baptista was a Punishing Policies In Marcus’ case, it took a concerted special education math teacher The Southern Poverty Law Center effort by several educators to divert in a poor neighborhood of (SPLC) has mobilized families to him from the school-to-prison pipe- Bridgeport, Conn. He took a advocate for changes that will end the line. Though Marcus was a gifted artist, special interest in Chris (not school-to-prison pipeline. The SPLC he had reading problems and felt worth- his real name), who lived with has also filed lawsuits or civil rights less, Arvey recalls. “I said to him, ‘You four siblings and a mother. “She complaints against districts with puni- have amazing talents, and we want you to looked so run down,” Baptista tive discipline practices that are dis- use them productively. We believe in you. says. “She was a single mom criminatory in impact. SPLC lawyers Don’t you believe in yourself?’ He looked who worked two jobs to sup- have heard stories recounting horrors me straight in the eye and said, ‘No.’” port the family.” ranging from children handcuffed to At the recommendation of Arvey Baptista urged Chris to par- radiators to 90-pound pregnant girls and school administrators, Marcus ticipate in a school program being sprayed with Mace. was reevaluated and transferred to a in which students were men- Although federal law requires schools special needs school last November. In tored by a job coach for school to create individualized education pro- most cases, students can and should be credit. He was elated when grams (IEPs) for students with special helped within their current schools, but Chris edged away from trouble- needs, “lots of times it’s just cookie-cut- Marcus benefited from this move—he is maker friends and the suspen- ter, and kids are not getting the services now with students closer to his age and sions came to a halt. they need,” says Eden Heilman, a senior has access to appropriate psychological Students in the program staff attorney at the SPLC. “If [adminis- and academic help. also visited someplace Baptista trators] see a kid skipping class, they just Sometimes Marcus visits his old feared they’d wind up—a have him arrested.” school. “He’s going to school, he’s get- prison in New Haven. “They According to the U.S. Department of ting 80s and 85s on his tests. He holds saw the mattresses under caf- Justice, the number of school resource his head higher. I really believed in this eteria tables where prisoners officers rose 38 percent between 1997 kid. He just needed a different environ- slept in that crowded prison. and 2007. Jerri Katzerman, SPLC deputy ment,” Arvey says. They saw what they ate and legal director, says this surge in police on Marcus was diverted from the how they lived.” Baptista campus has helped to criminalize many school-to-prison pipeline, thanks to a believes these lessons weren’t students and fill the pipeline. One 2005 caring circle of adults who took a more lost on Chris. He graduated study found that children are far more responsive and less punitive approach. and, now in his early 20s, is a likely to be arrested at school than they The infographic on the following pages supervisor at T.J. Maxx. were a generation ago. The vast major- highlights common scenarios that push “I enjoy being with these ity of these arrests are for nonviolent young people into the school-to-prison kids, and they know it,” Baptista offenses. In most cases, the students are pipeline and offers practical advice for says. “You can’t pretend with simply being disruptive. And a recent how teachers can make the difference kids. They have to feel that you U.S. Department of Education and dismantle the pipeline. really care about them.” study found that more than 70 percent of students arrested Toolkit in school-related incidents Want to deepen your understanding of the or referred to law enforce- school-to-prison pipeline? ment are black or Hispanic. visit>> tolerance.org/school-to-prison-pipeline

40 Teaching Tolerance A Teacher’s Guide to Rerouting the Pipeline BY EMILY CHIARIELLO

Principals, school resource officers, probation officers and social workers are typically charged with responding to school discipline problems. But in reality, classroom teachers spend the most time with students. Their daily decisions can help divert students from the school-to-prison pipeline.

MEET MICHAEL students and develop cultural competency. Is Michael com- Michael is 15 and repeating the forted by percussive rhythms? ninth grade. He’s in your world Maybe you could encourage him history class and habitually to join the band. tilts his chair back and drums The third shift calls for plan- annoyingly on his desk with a ning and delivering effective pencil. This morning, he was student-centered instruction. doing it—again—while you were For instance, what kinesthetic trying to teach. or rhythmic learning strategies What do you do? A punitive might engage Michael? teacher might take the pencil Move the paradigm from away, kick Michael out of class, punishment to development by or even refer him for disciplin- determining what initial expec- ary action. But there’s always tations—like not drumming for the opportunity to reflect and 10 minutes—Michael can meet. be more responsive. Finally, resist the crimi- Responsive teachers shift nalization of school behavior. their reactions in important Consider the consequences ways. They adopt a social emo- Michael will face if he misses tional lens: What does Michael’s class because he is suspended. tapping say about his mood? Is These five responsive shifts in he bored or frustrated? Does the teacher thinking apply even as a tapping bother other students, student’s behavior escalates—and or just me? they can be the key to rerouting It’s also important to know the school-to-prison pipeline.

illustration by chris buzelli spring 2013 41 a teacher's guide to

Rerouting the Pipeline

TYPE OF BEHAVIOR TYPE OF BEHAVIOR TYPE OF BEHAVIOR Verbal Disrespect Dress Code Violation Lateness or Truancy Michael is defiant and uses Michael comes to class Michael is frequently absent inappropriate language without a belt on, from or tardy to his first- when verbally redirected. pants sagging. period class and is failing.

A PUNITIVE TEACHER’S REACTIONS A PUNITIVE TEACHER’S REACTIONS A PUNITIVE TEACHER’S REACTIONS Argue with Michael, kick him out of Lecture Michael about the dress code Lock the door after the bell rings and class or refer him for disciplinary action. in front of classmates, kick him out of give Michael zeros with no make-up class or refer him for disciplinary action. option for work he missed.

A RESPONSIVE TEACHER'S A RESPONSIVE TEACHER'S A RESPONSIVE TEACHER'S REFLECTIONS REFLECTIONS REFLECTIONS

How can I address Michael’s Does Michael have a belt? What personal problems might t 1 f feelings of powerlessness so he Should I keep an extra one in prevent Michael from getting to is less defensive when I assert the classroom? school on time? shi my authority?

How might my words, tone and How can I affirm that clothing Are there family problems that t 2 body language make Michael norms are different at school might prevent Michael from f feel disrespected? and home but neither is good getting to school on time? shi nor bad?

How can I differentiate my How does my teaching affect Is my curriculum relevant to instruction to better meet Michael’s self-image? Michael’s identity and lived t 3 f Michael’s needs and tap his experiences? strengths? shi

How can I use assertive com- Should I sponsor a club where Should I set up a conference munication to demonstrate students who consistently with family, teachers and other t 4 f empathy, explain disappoint- meet the dress code get spe- school staff to design a behavior ment and set expectations for cial privileges? intervention plan that supports shi changed behavior? Michael?

What are the consequences Does enforcement of the dress Can our school provide free for Michael if he misses class code target particular groups of bus passes to prevent truancy t 5 f because he is suspended? students? and positively impact Michael’s future? shi

42 Teaching Tolerance

TYPE OF BEHAVIOR TYPE OF BEHAVIOR Aggressive Physical Behavior Fighting Michael shouldered his teacher out Michael got into a fight in the of the way when she blocked the hallway during first period. classroom door as he tried to leave. There were no serious injuries.

A PUNITIVE TEACHER’S REACTIONS A PUNITIVE TEACHER’S REACTIONS Argue with Michael, call the school Avoid involvement or request that Michael resource officer, bar him from class or not be allowed back in class because he press assault charges. poses a threat.

A RESPONSIVE TEACHER'S A RESPONSIVE TEACHER'S REFLECTIONS REFLECTIONS

How can I help Michael deal SHIFT Adopt a What clues did I miss that social- with his feelings about the fight Michael was upset before he emotional tried to walk out? and help him see school in a 1 lens positive light?

Who can best help Michael KNOW YOUR What social and cultural cap- SHIFT through things I’ve never STUDENTS AND ital did Michael risk if he had DEVELOP YOUR experienced? backed down from me in front 2 CULTURAL of his peers? COMPETENCY

How can I use our curriculum Michael is most irritable when PLAN AND DELIVER to increase Michael’s ability to we read. Can the literacy coach SHIFT EFFECTIVE and special education team nonviolently resolve conflict? STUDENT- suggest reading intervention 3 CENTERED strategies? INSTRUCTION

Can Michael and I come up Would training students in peer with a signal to let me know he mediation be a positive inter- SHIFT MOVE THE is feeling stressed and needs a vention strategy for Michael? PARADIGM FROM PUNISHMENT three-minute cool down? 4 TO DEVELOPMENT

How can I encourage my How can I encourage my administration to consider cre- administration to consider cre- SHIFT RESIST THE ative interventions as alter- ative interventions as alter- CRIMINALIZATION OF SCHOOL natives to suspension and natives to suspension and 5 BEHAVIOR adjudication? adjudication?

Toolkit Learn how teachers can shift their behaviors and help reduce student push-out. visit >> tolerance.org/school-to-prison spring 2013 43 AFFORDABLE WAYS TO BUILD POSITIVE SCHOOL CLIMATE by Warren Hynes illustration by michelle leland

So you have a clear goal—to nurture countries, mirroring the 12 districts in to combat the problem by holding a and build school community. But you Collins’s novel. Faculty facilitators had canned-food drive and creating artis- also have a clear problem—you don’t designed the schedules to put students tic sculptures out of the collected cans. have much money to throw at new proj- in groups that took them “out of their Community members were invited ects. So, you ask yourself, how can we comfort zones and out of their normal into the school (for a $1 entrance carve out a deeper sense of community rotations,” according to Tina Lopez, the fee) to view the sculptures and vote in an inexpensive way? school’s art facilitator. on their favorites. Students from the Across the nation, many winning country were given schools have managed to the entrance-fee money to craft creative and inexpen- By the time students graduate from high donate to a nonprofit orga- sive community-building school, they have each spent about 16,380 nization of their choice. projects. Perhaps the three New Tech Odessa’s Hunger projects featured below will hours in school—even more reason to Games project was a labor- spark some new ideas for build a positive school climate. intensive effort for the school’s your own school. dedicated faculty, but the financial cost was minor— The Hunger Games Come to Texas Then the fun began. In every dis- one set of books. “When we plan proj- At New Tech Odessa High School in cipline, students and teachers used ects, we are always looking for ways to Odessa, Texas, Suzanne Collins’s novel the academic subject at hand to work make [them] authentic,” Lopez says. The Hunger Games was more than through a Hunger Games-inspired “This project was not [only] impact- an engaging read for the school’s 116 dilemma. In social studies and science ing our individual classrooms but the freshmen—it was the inspiration for classes, for instance, students studied school and beyond. We were working a cross-discipline project that electri- the geography and nutritional aspects with each other for a common good.” fied the school. of hunger in their assigned countries. The project began with students The impoverished characters of the Tough Mudders in Macungie reading the novel in their English book’s District 12 inspired students to Over the years, Eyer Middle School in classes. Then, one spring morning, move beyond their own worlds and to Macungie, Pa., has built a successful students reported to school for their understand—and positively impact— behavior-reward system called Positive own version of the novel’s “reaping.” the nutritional struggles in other coun- Attitudes Will Succeed (PAWS). Instead of finding out who was to do tries and in their own community. Students work together to earn priv- battle in an arena, they were handed a Each “country” of students was ileges and perks by acting respon- new schedule for the next eight days. asked to raise awareness of hunger in sibly and respectfully throughout It placed every student in one of 12 both the school and community and the school year. This year, the PAWS

44 Teaching Tolerance committee decided to sponsor a mini Mashaunda McBarnett, last year’s inexpensive, community-building Tough Mudder event. club president, started meetings with projects—creativity and thoughtful Tough Mudder is a relatively new icebreakers, then posed broad ques- structure. It’s not enough to just toss and increasingly popular sporting tions about hot topics. “I’d go on Yahoo! The Hunger Games into a school day, event whose participants use team- and try to find stories that were con- nor is it sufficient to simply shift kids work and determination to complete troversial or confusing or weird and outside their usual social groups. But a challenging obstacle course. Eyer’s try to make it a conversation on that when thoughtful ideas are coupled event was the brainchild of Beth Witte, particular topic,” she says. The ded- with an organized plan to help kids a veteran health and fitness teacher at icated group of 15 to 20 teens would expand their comfort zones, amazing the school. The family of a PAWS com- sit down together, put away their cell things can happen. mittee member donated materials, phones, and discuss gender equity, and a proactive parent group religious tolerance, abortion jumped in to help coordinate and the Trayvon Martin case the day. “I’m very fortunate in a manner more befitting a A Few More Affordable that when I come up with college seminar than a high Community-Building these weirdo ideas, we have school club. a lot of people who say, ‘Yeah, Aware of the group’s suc- Projects we can do this,’” Witte says. cess, Robert Blaney, direc- Witte didn’t give students schoolwide tor of the Dedham Youth These three projects are just the tip of their team assignments until collaboration Commission, recommended the iceberg. There are many inexpensive the day of the event, and to build the students take their voices ways to build community. Just remem- she made sure that students community to the larger community ber to put the necessary elements of were placed on teams they via an open-mic night. The creativity and structure in place to wouldn’t have chosen them- group agreed. effectively build positive relationships. selves. As for the event, the On a Wednesday evening focus—in true Tough Mudder in May, a dozen teenagers k Orchestrate a school-wide book fashion—was placed on fin- from TALK stood in front of read, complete with discussion ishing the race, not on win- a microphone in a donated groups, to start conversations ning it. As youngsters ran academics venue and shared poems and about diversity in your school all over the field, Witte wit- all the time songs in the theme of “Where and community. nessed school community- I’m From” with 50 members building in action. of the Dedham community—half of k Plan a “No-Screen Week” free She looked out and saw three ath- them adults, half students. The event of technology, to create openings letic boys guiding one of their team increased discussion and awareness of for personal interaction and rela- members—a girl with Asperger’s syn- diversity within the students’ school tionship building. drome—along the course. “They said, and town. Plans are already under ‘We’ve got you, go ahead,’” Witte way for another open mic this school k Organize a peer-interview project recalls. “It was really cool to see how year, with even more teachers and stu- in which students learn and share they worked together.” dents involved. one another’s stories. “Dedham is becoming more diverse, Stepping to the Mic in Dedham and this was a great way to start [the] For the past three years, a small group conversation about how people can of students in Dedham, Mass., who really celebrate each other,” Blaney Toolkit call themselves TALK, has gathered says. “This is one of the first times Download a practical planning on Thursday afternoons in a first- there’s really been an event [here] to guide to help you organize a cre- floor room at Dedham High School. celebrate diversity.” ative, structured and inexpensive TALK members have committed this community-building project at time to talk about topics that are often Community Building Essentials your school. left untouched—social, economic and All three of these events illustrate visit>> tolerance.org/ political issues. the two keys to creating strong, but inexpensive-community

spring 2013 45 46 Teaching Tolerance One tribe, one time, one planet, one race It’s all one blood, don’t care about your face — BLACK EYED PEAS, “ONE TRIBE”

Move to the Music Protest Songs in the Classroom by Alice Pettway illustration by sol linero

Teachers don’t typically encourage Combat Social Injustice.” That interest Protest Music students to bring iPods to school, but is a tool that can be used to hook stu- Hit Parade when a girl in Ken Giles’s class brought dents and to convey powerful messages him “One Tribe,” a song by the Black that they might miss in traditional texts. “We Shall Overcome” Eyed Peas, he was thrilled. Giles, a Protest songs allow people to >> civil rights movement music teacher in Washington, D.C., uses bond on an intellectual level as well protest music to illustrate the connec- as on a deeper, subconscious level “Ain’t Gonna Let Nobody Turn Me ’Round” tions among culture, art, history and reached through shared experience, >> civil rights movement social movements and to help his stu- says William G. Roy, author of Reds, dents understand how music can effect Whites and Blues: Social Movements, “El Aquila Negra” (The Black Eagle) social change. Kids have access to an Folk Music, and Race in the United >> United Farm Workers boycott almost infinite number of songs, but States. That shared experience goes this student saw through the clutter, beyond listening. “What’s Going On” says Giles. “She figured out that, ‘This When students are given the oppor- >> Vietnam War protests modern song is like the historical songs tunity to engage with protest music he’s been teaching us.’” by singing, the learning experience is “We Are the Many” Protest songs are part of our cul- enriched. “Music is a very social thing,” >> Occupy Wall Street movement tural consciousness—and a powerful says Brkich. “If you’ve ever been to a tool in the classroom. Just as music musical concert, the entire audience has brought together members of dif- sings along with the artist who’s up ferent socioeconomic groups, races and on the stage. The same thing happens religious convictions into cooperative in class.” “It couldn’t but cement the learning social movements, protest songs can Giles agrees that there is greater experience more strongly,” says Brkich. serve as a versatile teaching resource, power in making music than in simply “The whole class gets engaged in the culturally relevant to students of listening to it. “I really do wish people learning experience.” diverse backgrounds. would sing and play instruments,” he As important as the music experi- “Everyone has some musical inter- says. “When civil rights activists would ence is, it is even more essential that est,” says Dr. Christopher Andrew go out on a demonstration and sing ‘we students connect to a song. Students Brkich, author of the article “Music as shall not be moved,’ everyone in the line are more likely to participate in class if a Weapon: Using Popular Culture to was singing.” they can relate to the subject matter. For

spring 2013 47 READY TO BRING MUSIC INTO YOUR CLASSROOM? These classic protest songs from the civil rights movement are a great place to start.

If You Miss Me at the Back of the Bus

If you miss me at the back of the bus, and you can’t find me nowhere, come on up to the front of the bus. I’ll be sittin’ right there. I’ll be sittin’ right there. I’ll be sittin’ right there. Come on up to the front of the bus. I’ll be sittin’ right there.

Strange Fruit

Southern trees bear a strange fruit, Blood on the leaves and blood at the root, Black bodies swinging in the a teacher, this may mean working with powerful, powerful tool to get the stu- Southern breeze, contemporary music, or illuminating dents invested,” says Brkich. “I try to Strange fruit hanging from the the circumstances in which an old song include hip-hop, some rap, some punk poplar trees. was originally sung. “Try to tell the story music and some rock and roll ... but the —Music and lyrics by Abel Meeropol that surrounds the song,” Giles advises. students will know the music in which “Who were [the singers]? What were they’re most interested.” Copyright © 1939 (Renewed) by Music Sales they doing? What did they think?” Using contemporary music in the Corporation (ASCAP). All Rights for the United States controlled by Music Sales Corporation (ASCAP). Even young children can under- classroom can be a challenge because International Copyright Secured. All Rights Reserved. stand the significance of a song if they it’s likely to be perceived as not aca- Reprinted by Permission. are given the story to go with it, says demic and because lyrics are often Giles. “Little kids can sing a song like explicit. Brkich suggests educators ‘If You Miss Me at the Back of the Bus,’ inform parents and administrators and they understand … people used to at the beginning of the year that they have to sit at the back of the bus, and intend to address social-justice issues now they can sit wherever they want.” through song in their classrooms. “Having students bring in music in “I would always let my students which they are interested is really a know … [that] I don’t like the fact that

48 Teaching Tolerance because it was a horrible subject. She had to change recording companies … [but] it raised a tremendous amount of public awareness. I think in the long run it helped end lynchings.” In the past, the hassle of records, cas- sette tapes, CDs, their requisite players and recording requirements have made it difficult for educators and students to bring music into the classroom, but today’s students have the Internet and mobile devices at their disposal. “Kids just punch in the name of their artist and the name of their song [into YouTube] and boom it’s there,” says Brkich. “Nowadays [they] have smart- phones … flash drives, all sorts of things that make music a lot more transport- able, and when it’s more transport- able it’s a lot more easily brought into the classroom.” This new accessibility, combined with the potential of protest songs to bridge both time and culture within a classroom, makes music a formida- ble teaching device. “I want the kids to realize that we’ve had a lot of problems to try to deal with in our society,” says Giles, “but there are lots of songs that focus on these issues and actually do make things a little better.” “Students bringing in their own music and talking with each other to build their own communal sense of social justice through music … puts Protest Music in the Science Classroom the power in the classroom into their Protest songs aren’t only for the social studies classroom. Socioscientific issues, such hands,” says Brkich. as stem-cell research and genetically modified food, are a great fit for science teach- Whether used as an entry point to ers who want to bring social justice into their curricula. As Brkich points out, “Music that discussion of past social movements addresses those topics would be very easy to implement into a science classroom.” or an examination of contemporary culture, protest music can reach students of all backgrounds with the mes- there is racism. I don’t like the fact that song “Strange Fruit”—which graphically sage that they, like other young people there is sexism. I don’t like the fact that describe lynchings of the Jim Crow era— before them, are an essential compo- there is religious intolerance … [and can be valuable teaching tools. nent of social change. that] I would be working to raise aware- Giles presents “Strange Fruit” to his ness of instances in the past and pres- elementary school students ent where these things occur.” in the context of a story about The same strategy may apply for older Billie Holiday’s bravery. “She Toolkit songs as well. When parents are on board was courageous to sing the Engage students in close reading and discus- with a teacher’s intent, even disturbing song,” he says. “People told sion of their favorite social justice songs. lyrics, such as those in Billie Holiday’s her not to sing the song visit>> tolerance.org/move-to-the-music

spring 2013 49 Mimi’s Moms Creating welcoming classrooms for young children of LGBT families.

By Carrie Kilman ILLUSTRATION BY STEVE ADAMS

Before Michele Hatchell and her It’s About Family “There is a huge connection between partner, Liz, sent their child, Mimi, to “People get uncomfortable talking family representation and self-esteem,” school for the first time, the family sat about gay and lesbian issues at the ele- veteran K-3 teacher Erica Eide explains. down and created a script. “What can mentary level because they think it’s “If a child doesn’t see their family rep- you say,” Hatchell prompted, “if some- about sex,” Hatchell says. “But really resented, it creates a disconnect and one asks if you have two moms?” They it’s about family.” interrupts their learning. If you don’t helped Mimi come up with answers: In fact, the “family unit” is one of the feel recognized by your peers and your Yes, I have two moms. Who’s in your first lessons young children encounter surroundings, how can you thrive?” family? And, Yes, there are a lot of fami- in school. lies like mine. They sent Mimi’s teacher In a 2012 study titled Playgrounds Involved but Invisible picture books depicting families with and Prejudice, researchers from the In 2008, GLSEN worked with COLAGE two mothers. And they met with the Gay, Lesbian and Straight Education (a national movement of children, principal, requesting Mimi be placed Network asked a national sample of youth, and adults with one or more in the same classroom as another child elementary-grade teachers if they LGBTQ parents) and the Family with same-sex parents. included LGBT examples when teach- Equality Council to release the first “It’s hard being the only one of ing about family. Eight of 10 said no. national study examining the experi- anything,” Hatchell says. “We didn’t When asked why, the most common ences of lesbian, gay and transgender want Mimi feeling singled out for response was, “It hasn’t come up.” parents of children in K-12 schools. being different.” This is alarming news for the 7 The report, Involved, Invisible, Hatchell, who teaches art at million LGBT parents who have chil- Ignored, found that while LGBT parents Shorewood Hills Elementary School dren in U.S. schools—and it suggests a are more likely to participate in their in Madison, Wis., was one of the first silence that arguably violates the code children’s education, they often feel openly gay teachers on staff. She under- of ethical conduct from the National unwelcomed by their children’s schools. stands the concerns of LGBT parents Association for the Education of Parents told researchers of elabo- sending their children to school for the Young Children, which prohibits rate prep work—meeting teachers in first time:Will this be a safe place for my “practices that are emotionally dam- advance, providing classroom sets of child? Will our family be welcome here? aging” and “disrespectful.” LGBT-inclusive books, sharing advice

50 Teaching Tolerance TIPS FOR TEACHERS Want to ensure your classroom is inclusive of all families? Start here, then go to tolerance.org/inclusive-tips for even more helpful hints.

Review your books and curriculum materials, and make sure they include many kinds of families, not merely those with one mom and one dad.

Take gender out of playtime. Make sure all children feel welcome to play with and experiences with other LGBT par- dress-up clothes, kitchen sets, tools or trucks. Avoid sending the message that ents. Some spoke of moving to neighbor- girls and women do the cooking, and boys and men play sports and fix things. hoods with more accepting schools, while others described classroom practices Check your school forms and parental paperwork—are the spaces labeled that were frustrating to navigate—from “Mom” and “Dad”? A simple change to “Parent or Guardian” is an easy way to school forms requesting the names of make a big difference. “mother” and “father” to rules forbidding

spring 2013 51 Class Outing Reading List LGBT educators in early-grade classrooms face their own set of challenges— These books include families that to check out their stories go to tolerance.org/class-outing-article. come in many shapes, sizes and structures: “Mr. and Mrs. Murphy,” and Michelle the well-being of the child in that fam- ABC: A Family Alphabet Book was regularly told to take things home ily,” she says. “Not acknowledging that by Bobbie Combs to her “mom and dad.” family would do real harm to that child— All Families Are Special “At the very least, it’s a lack of acknowl- that’s the place we keep coming back to.” by Norma Simon edgement of your existence,” says And Tango Makes Three Murphy, an administrator at a foster care Hitting the Books by Justin Richardson and Peter Parnell agency in Hamden, Conn. “It’s hurtful to Twenty years ago, children’s books Antonio’s Card/La Tarjeta de Antonio not be acknowledged. Kids may start to that openly referenced LGBT families by Rigoberto Gonzalez think, ‘I guess my family isn’t as good as were almost nonexistent. But since Carly: She’s Still My Daddy other families, because I never hear about Heather Has Two Mommies was pub- by Mary Boenke families that look like us.’” lished in 1989, the number of LGBT Daddy, Papa, and Me family-themed books for young read- by Lesléa Newman Learning the Language ers has exploded. Emma and Meesha My Boy: In 2002, employees of the California- Back in Wisconsin, Hatchell regu- A Two Mom Story based Parent Services Project, a larly recommended these titles to her by Kaitlyn Taylor Considine national nonprofit that works with colleagues, but she worried there were Everywhere Babies early childhood educators to improve few such books in the school library. “Our by Susan Meyers parental involvement, decided to offer teachers wanted to create inclusive cur- Families Like Mine: Children of Gay professional development training to riculum,” Hatchell says, “but we didn’t Parents Tell It Like It Is help educators improve their support have the resources to make it happen.” by Abigail Garner for LGBT families. They quickly dis- So last year, she successfully applied Heather Has Two Mommies: covered such a program didn’t exist— for a district grant to provide LGBT 20th Anniversary Edition so they worked with City College of family-friendly books—along with sam- by Lesléa Newman San Francisco to create one. Today, the ple lesson plans and staff training—to In Our Mothers’ House curriculum, called Making Room in the every school in the city. “It’s not my by Patricia Polacco Circle, is offered as a regular course at child’s job to teach other kids about King and King universities across the country. families with two moms,” Hatchell by Linda de Haan and Stern Nijland “For many early childhood educa- says. “It’s the school’s responsibility, King and King and Family tors, there is fear around addressing even when there aren’t any children by Linda de Haan and Stern Nijland LGBT issues in their classrooms,” says with LGBT families in the class.” PSP Executive Director Jenny Ocón. The books have been an immediate For a full reading list visit “We know it takes a lot of courage to hit with parents, teachers and children. tolerance.org/reading-list speak up.” One afternoon earlier this year, or see digital edition. Participants are often surprised to Shorewood Hills third-grader Suzanne Sources: Parent Services Project, Madison learn how their classroom conduct can Oriel browsed the books on display in Metropolitan School District, Cooperative Children’s Book Center reinforce unwelcoming environments. Hatchell’s art room. “They help other For example, activities as common- kids be more accepting,” Suzanne says. place as creating Mother’s Day cards “It helps them think of our families as can create awkward moments for chil- just regular families, too.” non-biological parents from picking up dren with two dads. their children at school. Not every educator who takes When Tom Murphy and his hus- the training necessarily approves band, Dino, sent their daughter of same-sex marriage or is com- Toolkit Michelle to school for the first time, fortable with LGBT issues. But Are your classroom and school inclusive there weren’t many books in the Ocón says that isn’t the point. of all families? Take the self-inventory school library about kids with two dads. “Even if you believe that to be online to begin reflection. visit>> tolerance.org/mimis-moms Letters would arrive home addressed to true, it’s important to think about

52 Teaching Tolerance Seamless Teaching Navigating the Inclusion Spectrum Giving Gen Ed Teachers the Tools to Realize the Potential of Inclusive Classrooms

by Lois Barrett illustration by sunny paulk

In schools across the country, education are being taught by gen- teachers need support and encour- students in special education and eral education teachers who may not agement in acquiring the skills to general education are increas- have the training and skills to best serve all of these children,” says ingly learning together in inclu- serve them. Sharen Bertrando, special education sive classrooms. This is a signifi- What does this mean for teachers development program specialist at cant civil-rights achievement, but on the ground? “There is diversity WestEd’s Center for Prevention and it also means students in special from A to Z in today’s classroom, and Early Intervention.

spring 2013 53 to work with students with special needs is essential. It’s also important to get to know the whole child. This should include building a relationship with the family. “Very often, parents are left out of the equation,” says Rick Wolfsdorf, a collaborative special education teacher at John W. Dodd Middle School in Freeport, N.Y., “but they shouldn’t be. They need to be a part of the team effort.” What general education teachers Elementary School in Spokane, Wash., should know says, “IEPs are written in very for- Teaching to All Learners The central legislative force behind mal language and can be hard to deci- When students in general education education’s inclusion movement is the pher.” She recommends teachers “go and special education share a class- Individuals with Disabilities Education to the person who wrote [the IEP] to room, it is crucial their teacher create Act (IDEA)—the federal law that man- get an overview and go over the child’s an environment that brings out the dates that all children with disabilities goals together.” strengths of each. Universal Design receive a free appropriate public educa- That person is often a special edu- for Learning (UDL) is an education tion and that “to the maximum extent cation teacher with a wealth of experi- approach based on the philosophy that appropriate, children with disabilities ence and training for general education there is no one way in which individu- … [should be] educated with children teachers to tap into. From model-teach- als learn and that lessons, curriculum who are not disabled.” The law also ing a lesson to looking over unit plans, a and classroom configuration should requires that each child be placed in the special education teacher’s expertise is be designed, from the outset, with the least restrictive environment—the edu- an essential resource for the inclusive needs of diverse students in mind. cational space most like that classroom. School psychologists, read- UDL calls for instructional goals, of the child’s typically ing specialists, speech pathologists, methods, materials and assessments to developing peers in occupational therapists and physical be aligned with the following guidelines: which she can suc- therapists, depending on the disabil- • Provide multiple means of rep- ceed academically. ity, can also give valuable input. resentation—Present content in dif- Once a child Barry W. Birnbaum, author of ferent ways to give students a variety is identified as Foundations of Special Education of options for acquiring information having a disabil- Leadership: Administration, Placement, and knowledge. ity (as defined by and the Law, suggests general educa- • Provide multiple means of expres- IDEA), an indi- tion teachers shore up their skills by sion—Ensure students have a variety of vidualized educa- taking continuing-education units in ways of demonstrating what they know. tion program (IEP) special education. Principals can also • Provide multiple means of engage- is crafted by a team of arrange for special education course- ment—Create a stimulating learning school professionals and work to be offered on teachers’ in-ser- environment by offering various ways the child’s parents or guardians. IEPs vice days, says Birnbaum. for a student to engage, based on pref- include information on academic per- Acquiring the skills and strategies erences and interests. formance, emotional and behavioral Differentiated Instruction (DI)—the issues, and academic and behavioral process of modifying instruction and goals. Teachers have a legal responsi- Fill out a helpful agreement assessment, as needed, to meet the bility to implement the requirements learning needs of a particular student— outlined in the IEP. with your co-teacher. also allows educators to teach or make Betsy Weigle, a fourth-grade gen- Go to tolerance.org/ assessments in a variety of ways, based eral education teacher at Adams precollaboration-agreement on the interests, abilities and knowledge

54 Teaching Tolerance base of each student. Brad Cohen, assis- in special education (push-in model), tant principal at Addison Elementary or students may leave general educa- Techniques and School in Marietta, Ga., insists on see- tion classrooms to receive individual- Ideas for Teaching ing differentiated instruction at work in ized or small-group instruction (pull- his classrooms. “If you are a teacher and out model). The relationship-building Students with Social you are teaching all the children in your tips above apply to these models as well. Skills Difficulties class the same way, you are not hitting While push-in or pull-out situa- BY SHARON JURMAN all of their needs,” he says. tions may not be ideal, there are still ways to achieve a positive outcome • Select two classmate The Inclusion Spectrum for your students. Students with spe- buddies for friendship and social communication. Many experts endorse the growing cial needs often feel stigmatized by the trend toward classes co-taught by a full- special education label; the teacher’s • Model and script social cues time general education teacher and a positive attitude can be a mitigating and response repertoires. full-time special education teacher. factor. Weigle says that when her stu- “There shouldn’t be just one teacher dents with special needs leave for spe- • Role-play social situations. in a classroom, if an inclusion effort is cial instruction, she doesn’t say, “You’re • Tell the child why a verbal to be successful,” says David J. Connor, going to special education,” but rather, response was inappropriate. associate professor of special educa- “You’re going to another classroom. tion/learning disabilities at Hunter You learn best in a small group—that’s • Designate teams for assignments College in New York, N.Y. great, go off and do that!” or games; don’t allow the students to choose teams. According to Connor, Weigle offers these building a collabora- tips for general educa- tive teaching rela- tion teachers working Sometimes one or two simple tionship is an ongo- with a pull-out inclu- changes can make a world of differ- ing process that sion model: ence for a child with special needs. requires openness • Invite the special Visit tolerance.org/techniques for and flexibility. He rec- education teacher or spe- a complete list of techniques for a ommends that co-teach- cialist to your classroom to variety of situations. ers get to know each other before see how the student does in a larger sharing a classroom. setting. “This is particularly important Wolfsdorf says that co-teachers for students with behavior goals writ- must clarify roles: “Establishing what ten into their IEPs.” general education teachers who take each is going to do is really important.” • Make sure the student who leaves the time to acquire new skills and learn Discussing how the class will be struc- your classroom for instruction is work- more about students in special educa- tured is key as well. Wolfsdorf says ing with the same content as your stu- tion are fulfilling the potential of IDEA that teachers should strive for seam- dents in general education. To achieve by building truly equitable classrooms. less teaching. “The students shouldn’t this goal, you must devote time to “By doing inclusion well, we remove the be able to tell which teacher is special meeting and planning with the special barriers that might prevent our spe- education and which is general educa- education teacher. cial education students from enjoying tion,” he says. • It may seem easier to place stu- the opportunities their peers do,” says Co-teaching, or collaborative teach- dents in special education near the Weigle, “and that could make all the dif- ing, is widely considered the gold stan- classroom door since they may leave ference when it comes to them leading dard for educating students with spe- the classroom more often. However, productive and rewarding lives.” cial needs, but inclusion looks differ- these students generally benefit ent at different schools. Special educa- from sitting close to the teacher tion teachers or specialists may enter where they can receive individu- Toolkit general education classrooms for a set alized instruction. Learn more about co-teaching and period of time to deliver individualized Wherever their schools fall push-in inclusion models. visit>> tolerance.org/gen-ed-special-ed or small-group instruction to students on the inclusion spectrum,

spring 2013 55 Buttoned Down Are school uniform policies a perfect fit for all students?

By Maggie Messitt illustration by zachariaH ohora

In the 1999-2000 school year, only climate, many families rely on resale The New Orleans schools, like many about 12 percent of U.S. public schools shops, hand-me-downs and charita- across the country, don’t offer uni- required their students to wear uni- ble donations—all of which are cheaper form subsidies. “Many of us are one forms. Since then, the number of than purchasing uniforms. paycheck away from being home- schools requiring uniforms has risen. In post-Katrina Louisiana, access less,” said Roland McCoy, the father of Uniform policies are now in place at to uniforms is an ongoing concern. a ninth-grade student. “Not everyone about a fifth of all public schools can afford uniforms.” He in the United States—but do estimates a single uniform school uniforms really level the costs around $165. playing field? New research has called into UNIFORMS IMPROVE question many of the central STUDENT BEHAVIOR. claims that encourage schools Advocates of school uni- to adopt uniform policies. forms will tell you that they keep students out of trouble, UNIFORMS ARE COST- both in the classroom and off EFFECTIVE FOR LOW- campus—but there is little INCOME FAMILIES. proof, other than anecdotal Proponents of school uniforms evidence, that uniforms pos- often claim they eliminate the itively alter student behav- pressure on low-income families ior. In fact, studies illustrate to purchase name-brand cloth- the opposite. ing. The reality is while mid- A 2009 University of dle-class families may find uni- Houston study based on forms cheaper than purchasing more than 10 years of data high-end clothing, low-income from a large urban district families often don’t see it that found an increase in disci- way. Given today’s economic plinary infractions within

“The vast majority of empirical research hasn’t found any positive effects of school uniforms … They don’t raise achievement. They don’t decrease interpersonal violence. They don’t decrease substance abuse. They don’t increase attendance or classroom engagement. They don’t increase attachment to community. All the things [educators] thought [uniforms] would do have not happened.”

—Sociologist David Brunsma, author of Uniforms in Public Schools: A Decade of Research and Debate

56 Teaching Tolerance uniform schools, specifi- to endorse implementing cally for boys. school uniform programs Asking the In schools with zero as a school violence pre- Right Questions tolerance policies, uni- vention strategy.” forms provide another Still considering a uniform pol- infraction possibility— UNIFORMS icy for your school or district? Ask one that, though seem- ESTABLISH A yourself the following questions: ingly minor, leads to POSITIVE SCHOOL more suspensions and CULTURE. Why do we want to use more students pushed Boston Public Schools school uniforms? out of the system. do not assign deten- Examine the reasons. What edu- Strict uniform poli- tion, suspension or cational or safety problems are you cies may also increase expulsion for uni- hoping to solve? What alterna- absenteeism, said form violations; tive programs address these prob- Jerri Katzerman, instead they encour- lems? Are uniforms the only solu- deputy legal director age student compli- tion? Are they the best way to reach for the Southern Poverty Law Center. ance through positive reinforcement your goals? “When forced to choose between send- and incentive methods. But that’s not ing a child to school in the wrong outfit— always the case, said Boston English Would uniforms be a burden which guarantees suspension—or keep- High School’s former headmaster Sito for low-income families? ing that student home,” says Katzerman, Narcisse: “Many schools focus on com- Identify the actual cost of a school “many parents choose the latter. Either pliance first and not purpose first.” uniform. What would the retail price way, it’s the child who loses out.” New Orleans, for instance, runs a versus secondhand price be? How top-down, zero tolerance uniform pol- would you address student insecuri- UNIFORMS PREVENT CRIME icy. The 2010 report, Access Denied, by ties about secondhand uniforms or AND VIOLENCE. the Southern Poverty Law Center found inadequate sets? Principal Brett Butler of Kathleen that New Orleans schools used suspen- Middle School in Lakeland, Fla., is one sions and expulsions as punishment for How would we handle uniform- of many adminis- minor rule violations like uniforms. related infractions? trators who con- These policies do the opposite of cre- What are your goals? What punish- sider uniforms a ating class-blind schools—lower-income ments would be proportionate? If critical school and homeless families often see uni- you decide to implement a school security mea- forms as just one more way to identify uniform policy, explore the benefits sure. “When (and often pun- of one that forbids detention and I look around ish) students suspension for uniform infractions. campus, if I see who have someone not in a less. “How Would a uniform policy uniform, I can eas- is this help- infringe upon students’ ily identify a person ing?” asked First Amendment rights? who may not belong here,” Butler told New Orleans Brainstorm potential uniform- the Tampa Tribune. parent McCoy. related conflicts and prepare for Uniforms could increase a school’s “The kids feel even case-by-case review—prefera- ability to identify outsiders on cam- worse. They’re bly by a peer review board that can pus, but they’re not a violence preven- not focused, address “right to expression” con- tion measure. In 2008, the Consortium and their self- cerns. Empower students as much to Prevent School Violence concluded: esteem is really, as possible. “There is insufficient scientific evidence really low.”

Toolkit Let your students weigh in on the debate over school uniforms. visit>> tolerance.org/school-uniforms

spring 2013 57 And the WINNERS are … 2012 awa r d g Excellence in culturally responsive teaching

Every year, Teaching Tolerance hears from teachers who are going the extra mile to support students from diverse racial, ethnic and cultural backgrounds. These teachers deserve to be recognized— that’s what the Teaching Tolerance Award for Excellence in Culturally Responsive Teaching is all about. On Jan. 25, this year’s five winners will be presented their awards at a special ceremony in Washington, D.C., and awarded $1,000 apiece. More importantly, video of their teaching techniques will be used to design professional Lhisa R. Almashy Anna E. Baldwin development resources that will Park Vista High School Arlee High School help educators across the nation better support students. Lake Worth, Fla. Arlee, Mont. “Quite simply, it’s easier to understand how to do something “Teaching is the best profession,” Baldwin teaches English, composi- when you can see it being done by says Almashy. “Because our ‘prod- tion and speech, and multicultural others,” said Teaching Tolerance ucts’ are human beings and we can literature on the Flathead Indian Director Maureen Costello. “We be part of the vast resources they Reservation. About 70 percent of hope this award not only recognizes bring with them.” Almashy teaches her students are of tribal descent, the talented teachers reaching students from diverse backgrounds ESL to ninth-, 10th- and 12th-graders. but she never makes generalizations but also provides many other Her key to success with English lan- about her students’ backgrounds. teachers with models to enhance guage learners is to teach them to “Culture emanates from more than their expertise.” integrate their home and school lives ethnicity,” says Baldwin. “There is The winners of the 2012 by taking the best from both cul- teen culture, home culture, as well as Teaching Tolerance Award are as tures. “I learn about my students’ traditional culture. So, I use [texts] diverse as their schools and stu- values and experiences from their that appeal to students’ interests, dents, but all of them reach out to families and value home culture. All homes and communities by being backgrounds and abilities.” Her of them see students as individu- involved not only in their education, hope is that through “earnest discus- als with valuable lived experiences. but in their lives.” Through celebrat- sion about things that matter, pro- And all of them empower their stu- ing her students’ lived experiences, vocative assignments and texts, and dents to be successful members of she steps beyond the stereotypes supportive and honest relationships, our diverse society. and generalizations to understand students will leave [the] classroom each individual student. with a better sense of themselves, their world and their place in it.”

Find out more about this year's winners at tolerance.org/ttaward-2012

58 Teaching Tolerance Darnell Fine Robert P. Sautter Laurence Tan Atlanta Neighborhood Charter Leonard R. Flynn Elementary 122nd Street Elementary School, Middle School, Atlanta, Ga. School, San Francisco, Calif. Los Angeles, Calif.

As a child, Fine’s household was Sautter believes he has achieved Five pillars of learning inform Tan’s labeled “chaotic,” and Fine himself the highest success when a stu- teaching—engage, educate, experi- “a behavior problem.” Today, his past dent develops a strong sense of ence, empower and enact. He val- struggles motivate him to “build on self-efficacy. “Creating a bond of ues each student’s identity and cele- the knowledge students bring from trust is key in building relationships brates diversity, even asking families home … [and] emphasize meaningful with my students of diverse back- to share their expertise with students connections to real-life contexts” in grounds,” says Sautter. He begins through mini-lessons. At the end of his classroom. In addition to serving each school day with a “community the year he hosts a parent apprecia- on his school’s diversity committee, circle” in which students greet each tion night where he and his students Fine makes a point of building rela- other using their home languages acknowledge the important role tionships with families. He acknowl- and implements a partnership plan families play in their children’s edu- edges the value of his students’ home with parents so they can share their cational success. Tan says his stu- cultures by hosting open forums, goals for their children. “When I am dents succeed academically—and he town hall meetings and Socratic sem- shown the family photos, I listen accomplishes this by using a social inars. “In my classroom,” says Fine, attentively to the stories told,” says justice curriculum. “The develop- “inclusion isn’t limited to celebrat- Sautter. “When I am offered din- ment of youth into socially critical ing cultural differences… [I provide] ner, I accept and participate in fam- and responsible individuals is of the spaces for [students] to express their ily customs—and I learn.” highest importance,” says Tan. multiple perspectives.”

spring 2013 59 staff picks

The Teaching Tolerance staff reviews the latest in cultur- What We’re Reading ally aware literature and resources, offering the best picks for professional development and teachers of all grades.

“A book that shifts your perspective.” — Maureen Costello

“An original gem of historical fiction.” — Emily Chiariello

“Makes you want to cheer.” — Lisa Ann Williamson

“Inspires us to act—creatively and nonviolently!” — Thom Ronk

60 Teaching Tolerance Professional Development Crossing Boundaries: Teaching 1 That Auggie, who was born with horrible 4 Seeds of Change, written by Jen Cullerton and Learning with Urban Youth facial deformities, survived at all is a “medical Johnson and illustrated by Sonia Lynn Sadler, by Valerie Kinloch wonder.” Wonder, by R.J. Palacio is a wonder tells the compelling story of Nobel Peace Prize Children Under Construction: too. The story, told by multiple characters, winner Wangari Maathai’s struggle for both Critical Essays on Play exposes every reaction people have to gender equality and environmental awareness as Curriculum edited by Drew Chappell those who are different as it follows Auggie’s in Kenya. transition from the security of home schooling elementary school Deepening Literacy Learning: Art to fifth grade in his neighborhood school. We & Literature Engagements in K-8 Classrooms by Mary Ann Reilly, never learn what Auggie really looks like, but 5 Want to learn how one group of activists— Jane M. Gangi and Rob Cohen we do come to know and care about the quirky The Coup Clutz Clowns—challenged a white personality behind the deformed face. supremacist hate group through nonviolence middle & middle and high school and humor? Read White Flour, written by high school David LaMotte, illustrated by Jenn Hales Calli by Jessica Lee Anderson 2 In No Citizen Left Behind, Meira and inspired by the May 26, 2007, event in Last Night I Sang to the Monster Levinson—a Harvard professor who Knoxville, Tenn. by Benjamin Alire Senz taught middle school for eight years— elementary school Far from Home by Na’ima urges educators to focus on the civic- B. Robert empowerment gap. Levinson weaves political 6 For anyone who teaches American Indian philosophy and education research into a students, or teaches about American Indians, You Don’t Even Know Me: Stories and Poems About Boys readable book full of stories of real-world Everything You Wanted to Know About by Sharon G. Flake classrooms. She makes a strong case that we Indians but Were Afraid to Ask, by Anton need to galvanize students around issues of Treuer is a trove of answers to questions you Walk Right In: The Story of the Yale Summer High School produced and contemporary injustice. didn’t know you had. directed by Larry Paros professional development professional development elementary In the summer of 1968, Americans were In the documentary Doubletime, an 3 7 Nim and the War Effort by Milly Lee reeling from war, assassinations and racial international double dutch jump rope violence as a decade of historic social change competition helps participants navigate Less Than Half, More Than Whole by Kathleen and Michael Lacapa, came to a head. Kekla Magoon’s Fire in the gender roles and racial stereotypes while illustrated by Michael Lacapa Streets tells the story of a movement often crossing the boundaries between suburban misunderstood, in the voice of a character too and urban students to ultimately build Same Same but Different by Jenny Sue Kostecki-Shaw rarely heard. friendships and a true sense of team. middle and high school middle and high school

spring 2013 61 Two Pairs of Shoes by Esther Sanderson

ook what I bought, nitanis,” Maggie’s “Now go to the box that I keep under my “Lmother said, holding out a box, for it bed and bring out the bag that’s in there.” was Maggie’s eighth birthday. The box that Kokom kept under her bed was “What is it?” asked Maggie. opened only on special occasions. It was “Look in and find out,” said her mother. known to Maggie, her sisters and brothers as Maggie’s heart was pounding as she took the “special box.” As Maggie looked under the the box into her hands. She had hoped, but bed she wondered what would be in the spe- didn’t dare believe, that in the box would be cial box for her today. She brought the paper the thing she had been waiting for. bag to her Kokom. She looked in the box and inside were the “Open it, nosisim,” said Kokom. Maggie most beautiful shoes she’d ever seen—black, opened up the bag and inside was a pair of patent leather shoes! They were the ones moccasins. They were beaded in the most she had seen at Fowler’s Store. She had been beautiful flower designs that Maggie had dreaming of these shoes ever since she saw ever seen. Tears came to her eyes as she sud- them in the store that spring. Maggie quickly denly remembered Kokom couldn’t see. How tore off her moccasins and slid her feet into could she have made such a beautiful pair the black leather shoes. They fit perfectly! of moccasins? Down the road she ran to show off her “Well nosisim,” said Kokom, “today is a spe- beautiful new shoes to her Kokom. cial day for you, for you have been given two She hardly even felt the ground beneath pairs of shoes. From now on you must remem- her as she floated down the gravel road. ber when and how to wear each pair.” When she arrived at her Kokom’s house, she was sitting in her favorite chair in the cor- nitanis my daughter, my girl ner of her kitchen. nosisim my granddaughter “Look Nokom, I have new shoes,” said Kokom grandmother (used when talking about any Maggie, her little face beaming. grandmother but your own) “Come nosisim, and let me feel them,” said Nokom my grandmother (used when talking to or her Kokom, for Maggie’s Kokom was blind and about your own grandmother) could only see by touching. © 1990 Esther Sanderson. This work is protected by copyright and the Kokom felt the shoes all over, while Maggie making of this copy was with the permission of Access Copyright. Any alteration of its content or further copying in any form whatsoever is stood silently watching her. strictly prohibited unless otherwise permitted by law. “They’re very nice, nosisim,” said Kokom For other children’s books by Pemmican Publications, Inc., visit handing Maggie back her new shoes. pemmicanpublications.ca

62 Teaching Tolerance illustration by josée bisaillon Questions for Readers Right There: Describe Maggie’s two gifts by making a Venn Diagram to compare. Who did they come from? What did they look like? How did they make Maggie feel?

Think and Search: Why is Kokom’s blindness an important part of the story?

Author and You: “From now on you must remember when and how to wear each pair,” Kokom tells Maggie. Describe an occasion when you think she should choose the moccasins and a time when she should wear the black leather shoes instead.

On My Own: Do you ever feel like you have to remember when and how to wear different parts of yourself? Explain how the way you dress, the food you eat and the way you speak is different when you are at home than when you are at school.

See the online Teachers’ Toolkit for additional ideas about how to use this story across grade levels and subject areas. visit>> tolerance.org/two-shoes

spring 2013 63 ONE WORLD tolerance.org to hang on a classroom wall. It is created with just that purpose in mind. Enjoy! with just that is created It wall. hang on a classroom to Teaching Tolerance and participating artists encourage educators to clip the One World page World clip the One to educators encourage artists and participating Tolerance Teaching !

illustration by anthony freda Teaching Tolerance and participating artists encourage educators to clip the One World page to hang on a classroom wall. It is created with just that purpose in mind. Enjoy! Teaching Tolerance’s social bring kits film of surviving the Holocaust encour the Holocaust of surviving WeissmannGerda Klein’s account ONE SURVIVOR REMEMBERS Grades 6-12 adifficult-to-teachabout topic. discussion classroom thoughtful ages justice to issues life inyourclassroom. isabelle overthe years.”[your] movies “My profoundly by students have affected been lynne tion inU.S. History!” enhance my- andhelped class unitonimmigra “You Activism in my savedmy Social curriculum christina FANTASTIC.” background my unitwith was students—it ESL mywith anintroductory/build eighth as graders materials Remembers Survivor the One “I used ENGAGE YOUR STUDENTS—IT’S FREE!

kenney spohn Grades 6-12 andpresent. past rights—both for workers’ struggles about toAn introduction lessons VIVA CAUSA LA

argianas , teacher , 6th grade teacher

, teacher - the Voting Grades 6-12 Act. Rights Emmett Tillfrom to the passing of Follow movement rights the civil AMERICA’S CIVILRIGHTS MOVEMENT A TIMEFOR JUSTICE A tool for early grades educators creat educators for grades early A tool STARTING SMALL Professional Development Professional themes. and justice are guiding equity inwhich peace, ing classrooms All kits includeAll kits film guide. and teacher’s FREE TO EDUCATORS tolerance.org/material/orders

- ORDER ONLINE! BULLIED hope. Grades 6-12 hope. of culminates inamessage ofanti-gayhands bullies One student’s at ordeal the CASE THAT MADEHISTORY A STUDENT, ASCHOOL ANDA Grades 6-12 knees. to its segregation whobrought Alabama, inBirmingham, young people of the The heroic story THE CHILDREN’SMARCH MIGHTY TIMES

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