educator's guide AGES 12 & UP

@LBSchool | LittleBrownSchool | LittleBrownLibrary.com cators astheyengagewiththisunit.Pro alongsidestudentsandedu be learning in K–12schooling,familymembersmay opportunitiesonraceandracism learning has notprovided in-depthteachingand unit ishelpful.BecausetheUnitedStates versations thatwilloccurthroughout this guardians alertingthemtothekindsofcon Further, sending a letter home to parents/ tions aboutracewithstudents. whenfacilitatingconversa causing harm which canhelpprevent educatorsfrom in theworkofracialjusticeisavitalprocess, ways theylocateandimplicatethemselves Reflecting ontheirownracialidentitiesand and howthey’veacquired this knowledge. come to understand about the racial groups racist ideasbyinterrogating whatthey’ve important thateducatorsconfront theirown Prior toengagingstudentsinthisunit,itis tory ofraceandracisminAmerica. ing acomprehensive discussionofthehis deconstructing false narratives and provid has oftenbeenhiddenfrom students,by strate ties ofracism,as are obscured narrativesthat belie thereali origins ofracism.Andamongthesepages ty ofpagesdevotedtoteachingaboutthe rooms across thecountryreveals thepauci A quickglance at textbooksused in class ideas andpoliciesthatshapethisnation. cists andthosewhohaveresisted theracist ica. Further, itspotlightstheworkofantira entire historyoftheUnitedStatesAmer plores thelegacyofracismthroughout the Jason Reynoldsand Dr. Ibram X. Kendi ex Stamped: Racism,Antiracism,andYou DEAR EDUCATOR read both in school during part of their class It suggeststhatstudents be giventimeto for reading daily pacingrecommendation is provided ies, History, andHumanitiesclassrooms. A English, EnglishLanguageArts,SocialStud middle-school andhigh-schoolreaders in to reading anddiscussing This guidesuggestsamonth-longapproach school andhome. help makediscussionsmore fluidbetween viding themwithacopyofthisguidecan . Stamped Stamped unveilsthisreality, which recent headlinesdemon inaboutthree weeks. Stamped with by ------, • cludes: Thisguidein that canbetransformative. up, takerisks,andengageinconversations a supportivefoundationforthemtoopen that studentsfeelconnectedtocanprovide frightening. Havingacore group ofpeers they willfindfascinating,frustrating,and read through that andjourney information so that small groupsformed of students can it isalsorecommended thatbookclubsare events thatare challengingandemotional, will bereading aboutideas,people,and mentum andenergy high.Becausestudents sessions andathomeinorder tokeepmo • • • •

   Encourage this. inevitably branchintomultipledirections. in order tosparkconversationsthatwill the reading forstudentstoengagewith Questions Essential tions andresearch. opportunities tosynthesize theirreflec mendations that provide students with Multimodal Culminating Project tions are provided. other factors.Grade-levelrecommenda ing onstudents’gradelevel,time,and certain modulesoverothersdepend further. You maydecidetoprioritize and explore ideas,people,andevents or insomecasesindividuallytoresearch a group, with a partner in their group, the bookthat invite studentstowork as Research Modules Antiracist Timeline process thereading andco-constructan to givestudentstimetwiceperweek Collaborative ClubWork share someoftheirresponses. personal, studentsmaychoosenotto themselves in ways that may feel deeply push studentstolocateandimplicate discuss gests, inhaleandexhaleastheyread and space forstudentsto,asReynoldssug andreflectionlearning, questionstomake they’recess andsynthesizeinformation taking strategiesthathelpstudentspro Notebook Reader’s Stamped Continued onthenext page. . Becausesomeprompts . foreachsectionof prompts andnote- offered throughout recommended recom ------

EDUCATOR’S GUIDE ESTABLISHING COMMUNITYAGREEMENTS state-specific andnationalstandards. aged tothinkaboutthistextthrough thelensoftheir Standards forSocialStudies.Educatorsare encour Core Standards (CCSS),andtheNationalCurriculum standards such as, but not limited to, the Common dards inreading textsandSocialStudies informational and high-schoolstudentsforaddressing ELAstan Stamped SOCIAL STUDIESSTANDARDS SUPPORTING NATIONAL ELAAND ward forleadingantiracistlives. and thisunitprovide awindowtoviewthepathfor out racistthoughtsintheirlivestoday. Maythisbook the mirror tolocatethemselvesintheworkofstamping this nation. Students are also empowered to look into racist policiesthatare embeddedwithinthefabricof to holdupamagnifyingglassidentifyandexamine history ofracistideasinAmerica.Theyare challenged to peerthrough aboutthe thelookingglasstolearn a symbolforthisuniton life andworkofDr. MartinLutherKingJr. Glass,too,is him, stained-glasswindowsserveasametaphorforthe tin’s BigWords ing glassdoors.Inhisaward-winning picture book books serveforstudents:asmirrors, windows,andslid Bishop uses ittodescribe the important purposes ing. MulticulturaleducatorandscholarDr. RudineSims Glass has been used as a powerful metaphor for read isapowerfultextselectionformiddle-grade , illustratorBryanColliershares that,to during classdiscussions. sion thatjust because studentswillread thisword doesn’t mean theyhavetosaythisword of color, and thelegacythatremains today. Acommunityagreement mightinclude the provi emotions andreactions basedonthetruthbehinditsorigins,historical usetoward people appears in environment thatmitigatestheemotional laborofstudentscolor. Forexample,theN-word decisions asacommunity about howtheywillnavigatethis inwaysthatfosteralearning some students. It is recommended that educators and students discuss this upfront and make It isimportanttonotethatsomeofthelanguage used in A NOTEOFCAUTION Stamped Stamped . Studentsare invited . Educatorscanhelpstudents understandthatthisword provokes intense

Mar ------

within itaswelltheirown.Provide opportunities comprehensive, complextextandexaminetheideas more meaningful experience as they navigate this ing Establishing communityagreements priortoread perspectives andexperiencesiscentral. brave spaceswhere listeningtoandvaluingvarious one waythateducatorscanhelpstudentsenterthese agreements andprotocols fordiscussionsaboutraceis grounded inmutualrespect. Establishingcommunity es” forconversationsaboutraceand racism thatare with create “safespaces,”whichhasbecomesynonymous conversations becomeeasier. Ratherthanseekingto on andinterrogate theirownracialidentities,these practice, guidedbyeducatorswhocontinuouslyreflect be adeterrent tothiswork.Instead,withcontinued dents, makesclearthatwecannotallowdiscomfortto as wellfrequent newsheadlinesaboutracistinci racism are inherently uncomfortable.Andyet about this is discomfort. Conversations about race and one ofthebiggestroadblocks toengagingindiscourse that the US and all its institutions have been designed, Although racehasbeenanimportantfactorintheway reading ofonetext. across theschoolyear, notsimplyacross oneunitorthe for discussionsaboutraceandracismtobesustained munity agreements inclassrooms canmakeitpossible racialized experiencesofothers.Implementing com attuned totheirownracializedexperiencesandthe munity agreements canhelpstudentsbecomemore responses insmallgroups whilepracticingthecom ties haveinfluencedtheirlives.Reflectingandsharing race mattersinsocietyandthewaystheirracialidenti students canreflect onthewaysthey’ve noticedthat or furthertheirawareness, aboutrace.Forexample, sations thathelpstudentsdevelopaconsciousness, to practicetheseagreements byfacilitatingconver Stamped comfort , thegoalshouldbetofoster“bravespac canhelpsupportstudentsinhavinga Stamped maybetriggeringfor Stamped -

------,

EDUCATOR’S GUIDE DAY 1 HOMEWORK: Readchapters2and3. and otherwaysstudentsworktoprocess information. students’ ideas.Encouragenote-takingandresponses includingcharts,diagrams,lists, invarious forms understanding deepens. These descriptions can include examples of people and events that support each ofthethree positionsintheirnotebooksandaddto thinkingastheycontinuetoread andtheir to constructwrittenresponses tothereading. For example, studentsmaycapture abriefdescriptionof Remind studentsthattheirReader’s Notebookisaplacetoreflect onideas they’re aswell learning READER’S NOTEBOOK ESSENTIAL QUESTIONS(Chapter1) the present. To knowthe present istoknowyourself”(p.ix).Askstudentsconsiderthefollowing: Read thefollowingtwosentencesfrom thebeginningofintroduction: “To knowthepastisto ESSENTIAL QUESTIONS(Introduction) prepare todiscussthefollowing: So muchhasbeenhiddenfrom us.Asyoulistentothisletterreaders byKendi,thinkaboutand ESSENTIAL QUESTIONS(OpeningLetter) members. Students willalsoread chapter1todayanddiscusstheEssentialQuestionswiththeirbookclub show andmarkkeypartsoftheletterasstudentsengageindiscussionwithintheirbookclubs. Reader’s Notebooks.You mightalsouseadocumentcameratoshare theEssentialQuestionsandto how theylistentoandthinkabouttheletter. StudentsmightjotdowntheirideasonPost-itsorin Read the“DearReader”letterbyKendialoudtostudents.UseEssentialQuestionsframe consist offourorfivestudents. book clubs that Help students form with ideas and work that will be challenging and transformative. On thisfirstdayoftheunityou’llbegintodevelopasensecommunityamong readers astheyengage Understanding thelegacyofracisminAmericaisessentialtobuildinganantiracistAmerica. KEY CONCEPT        Reynolds hasgivenGomesEanesdeZurarathetitle“World’s FirstRacist.”Indoingso,Reyn Discuss eachofthethree positions:assimilationist,segregationist, antiracist.Inwhatwaysdo aboutthesourceHow mightlearning ofracistideashelpyoutoknowthepresent andyourself? How willyoulocateyourselfintheworkofantiracismasread anddiscussthisbook? What are theimplicationsforyouandkindofthinkingmightundertake,discussions What are theconsequencesofcontinuedomissionsabouthistoryracismandantiracism only tothepast? history? Howishistorymuchmore thansimplyarecording ofdatesandfactsthatare significant olds spotlightsthepowerofwrittenword andhowitcanbeusedasaforce forevil.Whatis more of thesepositions? people, pastandpresent, demonstratetheirimperfectionsbyembodyingideasfrom oneor might have,andactionsyoutakeupasread thisbook? in theUS? -

EDUCATOR’S GUIDE DAY 2 DAY 3 HOMEWORK: Readchapters 9and10. munity, school,andpeers. aboutracefromInvite studentstoconsider themessagesthey’velearned themedia,theirfamily, com our nation,studentsmight alsowriteabouthowthey’vecometodevelopunderstandings aboutrace. In additiontonotingexamplesofthewaysracismhas beenembeddedinthepoliciesandpracticesof economic, andpoliticalconditionsforAfricanAmericans. Have studentscreate achartthathelps themtrackandanalyzethewaysraceinfluencessocial, READER’S NOTEBOOK ESSENTIAL QUESTIONS the connectionsthey’vemadebetweenpastandpresent. Ask students toread chapters 6–8. Then provide time forbook clubs to discuss the reading, including hypocrisy wasmanifestedindocumentsthatproclaimed freedom andequalityforall. by the founding fathers, whose Racist ideas were of the US government embedded in the formation KEY CONCEPT HOMEWORK: Readchapter5. and changesastheinstitutionofslaveryisfounded,hascontinuedto,evenuptotoday. suggests, a“breath break” (p.21).Theymightalsoconsiderhowandwhythedefinitionof Invite studentstoconsiderinwritingwhywords suchas READER’S NOTEBOOK ESSENTIAL QUESTIONS issues andeventsofthepastwithpresent. Ask studentstoread chapter4.Remindstudentsthat,astheyread, anoverarching goalistoconnect Knitting slaveryintoAmerica’s religious andeducationalinstitutionshelpedsolidifyjustifyracism. KEY CONCEPT    

Nigerian author Chinua Achebe (1930–2013) shares the following African proverb in his book Zurara’s In whatwaysisracismwovenintothefabricofAmericaninstitutions?Where doyousee Evaluate thefollowingstatement:“Racismisbedrock of theUSA.”Howare of theforming events ofthepastandpresent? does thisAfricanproverb about helpshedlight on whythestorytellermatterswhenlearning compare tonarrativestypicallytoldabouthimasoneofournation’s foundingfathers?How hunt will always glorify the hunter.” How does Reynolds’s truth-telling about Thomas Jefferson acclaimed novel power andconsequencesofwriting.Howdoeswhatweread influenceourviewsoftheworld? book evidence ofthistoday? our nation’s andthepoliciespracticesoftodayemblematicthisstatement? government Memorable Providences, Relating to Witchcrafts and Possessions Memorable Providences, RelatingtoWitchcrafts The Chronicle of the Discovery and Conquest of Guinea Things FallApart : “Untilthelionshavetheirownhistorians,thishistoryof race and privilege seemtorequire, asReynolds and Cotton Mather’s are symbolsofthe White shifts -

EDUCATOR’S GUIDE DAY 4 DAY 5 racial consciousness beingchallengedor changedasaresult ofreading anddiscussing Ask students to reflect onthefollowingquestion and respond in theirReader’s Notebooks:Howisyour READER’S NOTEBOOK/HOMEWORK ESSENTIAL QUESTIONS support students’discussionsastheymakeconnectionsbetweenthepastandpresent. Ask studentstoread chapters13and14.UsethefollowingEssentialQuestionstohelpframe and practices.MeritocracytheAmericanDream narrativeare rooted inwhiteness. Racist ideas, along with economic greed, are of this nation, its laws,policies, central to theformation KEY CONCEPT HOMEWORK: Readchapters11and12. can bementorsforthem. they canreturntothischartlistandreflect onthewords andactionsoftheseantiracistshowthey about astheyread Suggest tostudentsthattheycreate andcontinuetodevelopachartoftheantiraciststhey’re learning READER’S NOTEBOOK Thisisasamplescript: ing andlearning. Inhale. Exhale. COLLABORATIVE CLUBWORK this unit: co-construct thisAntiracistTimeline, keepthinkingaboutthe question youconsidered onDay1of fore, thelastentryonthistimelinewillbeabouteachofyou.Soasyoucontinuetoread and edging America’s racistpresent, wecanworktoward buildinganantiracistAmerica’(p.xv).There past. ByacknowledgingAmerica’s racistpast,weacknowledgeAmerica’s racistpresent. Inacknowl “Kendi asserts,‘ThefirststeptobuildinganantiracistAmericaisacknowledgingAmerica’s racist tion asyouread.” the abilitytomoveideasaround andmakespaceforothersasyouare presented withnewinforma want tousedifferent sizedPost-itnotesforthenamesofpeopleandevents.Thatway, you’llhave you trimand/orconnectwithtapetogivethespaceneededforthisongoingwork.Also,will be addingtothisAntiracistTimeline throughout the unit,you’llwanttoconstructitonpaperthat reading about,theworkthey’vedone,andhowresisted racistsandracism.Becauseyouwill “Today you’llbegin toco-constructanAntiracistTimeline thatincludestheantiracistsyou’vebeen   

At thebeginningof never letourguards down? of a“bigdeal”thatisfarfrom a“done deal”(p.110).Whenitcomestoracism,why mustwe Reynolds namestheThirteenth, Fourteenth,andFifteenthAmendmentseach asanexample and loopholescontinuetopersist? What parallels can you draw between the past and present ways racist roadblocks, potholes, Black liberation”(p.109–110).Inwhatwaysisracism embedded inpractices,policies,andlaws? loopholes,” “potholes,”and“politicalphysical violenceworkingtobreak thebonesof (p. 108).Healsousesthefollowingmetaphorsand descriptors:“racistroadblocks,” “racist It lookedsoliduntilaBlackpersontriedtostandon it. Thenitbecameclear, itwasasinkhole” Reynolds usesthefollowingsimiletodescriberacism: “Freedom inAmericawaslikequicksand. political figures, pastandpresent, andwhatmakesthemcomplex? box. People are complicated and selfish andcontradictory.” Who are some of the complicated How willyoulocateyourselfintheworkofantiracismasread anddiscussthisbook? Ask students to work collaboratively with their clubs to process all that they’ve been read Stamped . Astheyconsider how theywilllocate themselves intheworkofantiracism, Stamped andinchapter13,Reynoldsasserts,“Liferarely fitsneatlyintoa Stamped ? ” - - - -

EDUCATOR’S GUIDE DAY 6 DAY 7 HOMEWORK: Readchapter 18. and SocialJustice Adams, M., Blumenfeld, W. J., Hackman, H. W., Zuniga,X., Peters, M.L. [Eds.], I missingfrom thepicture altogether?” (Tatum, B. D.[2000].Thecomplexityofidentity:“WhoamI?”In fromdo Ilearn themediaaboutmyself?HowamIrepresented intheculturalimages around me?Oram I am?Whatmessageisreflected backto me inthefacesofteachers,myneighbors,store clerks?What large part on who the world around me says I am. Who do my parents say I am? Who do my peers say family dynamics,historicalfigures, andsocial andpoliticalcontexts.WhoamI?Theanswerdependsin in thefollowingquote:“Theconceptofidentityisa complex one,shapedbyindividualcharacteristics, Students might also respond to thequestions posed by researcher andscholar Dr. Beverly Daniel Tatum how. Then,havestudentswriteaboutthewaystheyexperiencewhatReynoldscallsa“two-ness.” is divided in some way. If so, they might draw a line betweenthose identities on their list to demonstrate Invite studentstolistsomeoftheiridentities.Askthemconsiderwhethertheyfeelasifidentity READER’S NOTEBOOK ESSENTIAL QUESTIONS aboutintheheadlines. munities andthosethey’velearned events inthepasttopresent, helpingthemdrawuponexperiencesintheirlocalcontextsand com Ask studentstoread chapter17.Facilitateandsupportdiscussionsinwaysthathelpstudentsbridge assimilationists aswellinliterature andmedia. Racist ideasare exposedwithinthecomplicatedandcontradictoryapproaches toliberationbyBlack KEY CONCEPT HOMEWORK: Readchapters15and16. howandwhereall, andstudentscandetermine topositionthemintheirworklater. and actionsliveuptotheirbeinganantiracist.Otherfigures maynotbepositionedonthetimelineat names ofsomepeoplebeplacedaboveorbelowthetimelineuntilstudentsdeemwhethertheirwords plicated figures like W. E.B.DuBoisshouldbepositionedonthetimeline,youmightsuggestthat work ofantiracists.Guidestudentsinthiswork.Forexample,ifare wrestling withwhethercom complexity ofthepeopleandeventsthey’reaboutworkingtogethertounderstand learning What matters is notthewrongness orrightness of thiswork,butthat students are grappling with the racists they’vebeenreading about,theworkthey’vedone,andhowresisted racistsandracism. Inhale. Exhale. COLLABORATIVE CLUBWORK  

enls discusses Reynolds Du BoisandBookerT. Washington haddistinctstrategiesandapproaches toBlackliberation. always liberatory? What doesliberationmeantoyou?Inwhatwaysare someapproaches toliberationinfactnot is unified? might peoplefeelasiftheiridentityisdivided?Inwhatways sciousness.” “Atwo-ness.AselfthatisBlackandaAmerican”(p.124).Inwhatways Askstudentstocontinueco-constructtheirAntiracistTimeline thatincludestheanti [pp.9–14].NewYork: Routledge.) The SoulsofBlackFolk byDuBoisandBois’s concept of“doublecon Readings for Diversity - - - - EDUCATOR’S GUIDE DAY 8 DAY 9 HOMEWORK: Readchapters21and22. looks liketobetterunderstandhowbuildanantiracist America. enhance antiracistunderstandings.Essentially, thistimelinewillcapture whattheworkofantiracism attach QRcodestodigitalresources they’veaccessed intheirresearch onparticularmodulesthatcan to reflect thenamesandeventsthey’vebeen reading about.Studentsmayalsochoosetocreate and ing astheyread Remind studentsthatthegoalofthisworkistoprocess andreflect onalltheyareanddiscuss learning Inhale. Exhale. COLLABORATIVE CLUBWORK HOMEWORK: Readchapter20. ideas easilyandclearly. Later, theymightusethisnotebookdraft tocreate adigitalversion. Encourage studentstoconsiderhowcolor, headers,andthesizeofwords canhelpthemcommunicate construct abar, pie,orstacked-columnchart.To showchange,theymightuseatimelineorlinechart. theymightcreateof theirinfographic.Ifgoalistoinform, apictograph.To compare, theymight reading about aparticulartopic,event,orperson.Asstudentslookacross theresearch they’vecollectedwhile Ask studentstodraftaninfographicintheirReader’s Notebookthatsummarizeswhatthey’re learning READER’S NOTEBOOK ESSENTIAL QUESTIONS Ask studentstoread chapter19. launch newmovementsfortheliberationofBlackpeople. From ofDuBoisandhispoliticsbeginsasyoungleaders assimilationisttoantiracist—atransformation KEY CONCEPT     Stamped Reynolds demonstrateshowracistideasinthefieldsofscienceandmathematics—from eugen Marcus Garveyspotlightedtheissueofcolorism,itsorigins,anddangersit.Iscolorism ist, segregationist, orantiraciststancesshowupinyourdailylives? Stamped oppress BlackandBrown people.Howdowedecidewhattobelieveaboutascientificclaim? ics tothecreation andpurposesofIQstandardized tests—havebeencreated andusedto equally asdestructiveracism? AskstudentstocontinueworkingontheirAntiracistTimelines withtheirclubmembers. Stamped andengagingwithsomeoftheResearch Modules,theycanconsiderthepurpose tracesDuBois’s complicatedstanceonraceandracism.Inwhatwaysdoassimilation . Theymayneedtoaddmore papertoextendthelengthof theirtimelines - - - EDUCATOR’S GUIDE DAY 11 DAY 10 HOMEWORK: Readchapter24. engaged withintheco-constructionofthistimeline. just that.Work! Remindstudentstocontribute theirworkandideasfrom theResearch Modulesthey’ve gela Davis,ontheirtimelines.Challengestudentsto reflect and recognize thattheworkofantiracismis Malcolm X during the March on Washington, as well as the overall silencing of Black women such as An how theymightaccountforthesilencingofantiracistleaderssuchasBayard Rustin,JamesBaldwin,and consider howtheirthinkingaboutDuBoisisevolvingandtheymightdemonstratethis.Also,ask remind themtorevisit previous ideasandrevise orextendtheirthinking.Forexample,askstudentsto Inhale. Exhale. COLLABORATIVE CLUBWORK your perception ofpeople? people basedonracedoyouknow?Whichstereotypes haveyou reotypes are andpervadeoursociety, learned evenifwedon’t agree withthem.Whatstereotypes about Ask studentstoreflect onthefollowingand respond tothequestionsintheirReader’s Notebooks.Ste READER’S NOTEBOOK/HOMEWORK ESSENTIAL QUESTIONS Ask studentstoread chapter23. their righttodomore than justsurvive. theracialidentitiesofBlackpeopleand Black antiracistsandpoliticalmovementsworktoaffirm KEY CONCEPT  

Racism issoembeddedinourlivesthateveneverydayexpressions thatmightseeminnocu When describingBlackpoliticalmovementssuchastheMississippiFreedom DemocraticParty language? democratic societyhavearesponsibility todisrupttheracismthatisembeddedinEnglish people haveworkedcollectivelytoresist suchnegativity. To whatextentdoallcitizensofa minority blackballing associate blacknesswithnegativity. Examplesincludewords andphrasessuchas ous are in fact examples of the pervasive power of language and the ways words and phrases idea. Inwhatwaysdoyoumakeadistinctionbetween Theother,is simple.Oneimpliesafightforfairness. arighttolive”(p.175).Expoundonthis shift wentfrom fightingforcivilrightsto freedom. Thedifference betweenthetwo (MFDP) andtheStudentNonviolentCoordinating Committee(SNCC),Reynoldsstates,“The AskstudentstocontinueworkingontheirAntiracistTimelines withclubmembersand , ghetto , blackmail , thug , , and blacklisting inner city , black mark . DiscussthewaysReynoldsshedslightonhowBlack , and blackout fairness learned . Other words and phrases include and life , whichtherefore influence ? black sheep - - - ,

EDUCATOR’S GUIDE DAY 13 DAY 12 HOMEWORK: Readchapter28. that differs from yourown?Howdoesthis influenceyourunderstandingsaboutraceandracism? friends, teachers,teammates, etc.)?Howmanyare from acultural, language,orsocial-classbackground do thiswork,responding toquestions suchas:Whoare thepeoplethatare partofyourdailylife(family, insight intohowtheycandisrupt racism.EncouragethemtousetheirReader’s Notebooksasaspaceto Challenge studentstothink abouthowcloselyexaminingandinterrogating theirown lives canprovide READER’S NOTEBOOK ESSENTIAL QUESTIONS Ask studentstoread chapter27. while thenation’s leadersassert that colorblindnessisthesolutionforracism. Racist ideasrooted inlegislationshapetheinstitution of educationanditsoutcomesforBlackchildren, KEY CONCEPT HOMEWORK: Readchapter26. it used?Howdopeoplerespond toinjustice?Inwhatwaysdotheytakeaction? in their Reader’s Notebooks as they read Invite studentstothinkmore aboutpowerand READER’S NOTEBOOK ESSENTIAL QUESTIONS Ask studentstoread chapter25. Racist ideasentrenched inpoliticalcampaignsandpresidencies wagewarontheBlackcommunity. KEY CONCEPT    

In Watch the video for Strategy,Discuss thelegacyofcodedracialpoliciessuchasSouthern theWar onDrugs, Researcher andscholarDr. Richard MilnerIVargues thatraceisconstructedphysically, con as: Americaisameritocracyandanyonewhoworkshard enoughcansucceed;truthandjustice is thepower? Power” offer apowerfulcritiqueofmainstream Americathatisstillrelevant today? music aforce (p.211)?Inwhatwaysdoes“Fightthe for“drivingchangeandempowerment” purposes ofgovernment? and thewaysthiscontinuestoday. ordelegitimizetheidealsand Howdoracistpoliciestarnish CrimeControland theViolent andLawEnforcement ActthatdevastatedBlackcommunities textually, socially, legally, and historically. ( ness approach toward racenotonlydisingenuousbutdangerous? (or law and order) should be valued; people should be colorblind. In what ways is a color blind Reynolds andKendipresent tosupportMilner’s assertion? in Schools and Classrooms Stamped , Reynoldsexposesanddebunksthemythsofseveral masternarrativethemessuch “Fight the Power” , Harvard Education Press, 2015.) How strong is the evidence that Stamped resilience by Public Enemy. How was the emergence of hip-hop and examine their own lives: Who has power? How is Rac[e]ing to Class: Confronting Poverty and Race . Theymightreflect onthefollowingquestions Who or what - -

EDUCATOR’S GUIDE DAYS 15–19 DAY 20 DAY 14 experience inwhichstudentsmovefrom locationtoadmire andcelebrateoneanother’s work. Invite studentstoshare theirAntiracistTimelines andMultimodalCulminatingProjects asagallery-style culminating projects. students whetherthework they havedoneonResearch Modulesthroughout thisunit will beusedinthe Project they’d liketodevelop,whichwillbeshared withtheclassonDay20.Educatorsmaydecide Provide the Multimodal Culminating studentstimetofinalizetheirAntiracist Timelines andtodetermine to do. them topositionthemselvesontheirtimelinealongwiththeantiracistworktheyhavedoneandpledge dents toconsidertheirresponses tothereflection questionsintheirReader’s Notebooktodayanduse (p. xv).Askstudentstoconsiderhowtheylocatethemselvesintheworkofantiracism.Encouragestu present. InacknowledgingAmerica’s racistpresent, wecanworktoward buildinganantiracistAmerica” edging America’s racistpast.ByacknowledgingAmerica’s racist past,weacknowledgeAmerica’s racist Timelines. RemindthemofKendi’s assertion:“ThefirststeptobuildinganantiracistAmericaisacknowl theremaining classtime,askstudentstocontinueworkingontheirco-constructedAntiracist With students toshare theirthoughtswithclubmembers. has yourracialconsciousnessbeenchallengedor changed asaresult ofreading Reader’s abouthowracismworksandtheworkofantiracism?How Notebooks:Whathaveyoulearned Provide studentswithtimetoindependentlyreflect onand respond tothefollowingquestionsintheir bring thereading of Prior to clubsworking on their Antiracist Timelines, read the afterword aloudto students asaway to COLLABORATIVE CLUBWORK Stamped toacloseascommunity. Stamped ? Theninvite - -

EDUCATOR’S GUIDE with aparticularresearch moduleaspartof,orinplacetheoptionsthisguidesuggeststheirMultimodal return tothisworkthenextdayorcontinueresearching athome.Further, studentsmaywanttocontinueworking a class session. The goal is for them to engage with topics they’re interested in and curious about. Students can Timeline forthatday. Educatorscananticipatethatstudentsmaynotcompleteanentire research moduleduring Essential Questions,andalsoonCollaborativeClubWork daysifstudentshavefinishedworkontheirAntiracist to explore different research modules.Suchexplorationcanoccurinclassafterstudentsread anddiscussthe in somecasesstudentsmayworkindependently. Partnershipsandindividualstudentsfrom aclubmaychoose of Provide studentstimetoengagewithoneormore oftheresearch modulesforeachsectionduringtheirreading Modules are opportunitiesforstudentstocontinueexplore thisinformation. ism inAmerica,aswelltheantiracistsandmovementsthathaveworkedtodisruptit.ThefollowingResearch As students read RESEARCH MODULES nology, aswellanytimeconstraintsyourschedulemightpose. based onthespecificneedsandinterests youhaveaboutcontent,oraccesstotech ofyourstudents,concerns articles andvideosthatmaycausediscomfort.You maymakefurtherdecisionsaboutcertainresearch modules the content of modules first and remain alert to how students are taking in the images and language used in resources, particularlyifthecontentismore accessibletoolderstudents.Itisimportantthateducatorspreview students todoadditionalresearch. Grade-levelsuggestionsare maderegarding certainresearch modulesand ommendations aboutsomeoftheseoptions.Educatorscanincludeadditionaltopicsandresources, orinvite There are numerous resources more studentscanaccesstolearn aboutaspecifictopic.Thisguidemakes rec totheirAntiracistTimelines. Students canalsoaddthisinformation webs, forexample,are strategiesstudentscanusetocapture duringtheirresearch. themostsalientinformation taking strategiestheycanusewhileexploringaresearch module.Charts,diagrams,mapping,outlines,and and investigateaspecifictopic.Educatorsare encouragedtosupportstudentswithquick and simplenote- be usedinadditionto,orreplaced by, thequestionsstudentsgenerateontheirownastheyread to explore, thisguidesuggestsaspecifictaskthatincludesprompt thatcanframetheir research. Thistaskcan Invite studentstoapproach thisworkwiththeirReader’s Notebooksinhand.Foreachtopicstudentsmayselect Culminating Project. Stamped . Studentsmaydecidetoexplore aresearch moduletogetherasacluborwithpartner, and Stamped , they gain access to the people, ideas, events, and policies that have embedded rac

Stamped - - -

EDUCATOR’S GUIDE Body (MS/HS) Destruction oftheBlack Removal (MS/HS) Native American The 1619Project (HS) TOPIC

missionaries ofearlyAmerica.Although Reynolds writesabouttheplantersand Indian to learn abouttheremovalIndian tolearn of the NationalMuseumofAmerican Explore thisonlinelessoncreated by “taken from themforcefully” (p.24). Native Americans”whoselandwas resented ownersofthisterrain—the America: “Themisinterpreted, misrep regarding thehistoryofracismin ous backdrop weneedtodiscuss” Reynolds assertsthat“there’s anobvi America isbuilt? that slaveryisthefoundationonwhich frame Americanhistorytomakeexplicit In whatwaysdoesthe1619Project re Project. and heracclaimedworkonThe1619 Read about August 1619. the shores ofJamestown,Virginia, in ing enslavedAngolans,arrivedon called the Reynolds explainsthataSpanishship control Blackbodies? White peopleandinstitutionsworkto How dotheseeventsspotlighttheways that demonstrateevidenceofthis. Read andresearch aboutracistevents and ultimatelydestroy the Blackbody. goal wasthesame:tocontrol, exploit, they hadconflictingapproaches, their of NativeAmericanspastand present. well asoftheresistance andresilience changes toAmericanIndiancultures, as accelerated andoftendevastating interactions withEuropeans brought ican nations,makenoteoftheways aboutseveralNativeAmer son tolearn As youaccessthiscomprehensive les Native Americans. RESEARCH MODULEFOR San JuanBautista Nikole Hannah-Jones TASK , carry STAMPED -

- - - - - : SECTION1 and Episodes1–5 The 1619AudioSeries:Introduction The 1619Project Nikole Hannah-Jones Wrestler toCutDreadlocks Referee’s QuestionableCallfor Sleeping StudentUproar Life forOthers Outrageous toSome,Are Everyday Philadelphia StarbucksArrests, Henrietta Lacks Tracing the“Immortal”Cellsof It MeantoRemoveaPeople? American IndianRemoval:WhatDoes TAGS

EDUCATOR’S GUIDE (HS) each link) (MS/HS—notations by Revolts, andResisters Revolutions, Rebellions, TOPIC Wheatley aboutthelifeandworkof Learn included? understanding aboutracismifitwere mation shapestudents’thinkingand tory textbooks?Howmightthisinfor not includedinmostsocialstudies/his is Why doyouthinkthisinformation tion you’veresearched andread sofar? What surprisesyouabouttheinforma history books. that are oftenminimizedorsilencedin revolutions, rebellions, andresisters aboutsomeoftheimportant Learn few individuals. ery beyondthecannednarrativesofa seldom taughtinconnectionwithslav fought forliberation.Yet resistance is Throughout history, Blackpeoplehave patriarchy? as aninterruptionofwhitenessand structions ofraceandgenderaswell poetry adisruptionofthesocialcon In whatwaysare Wheatleyandher from AfricatoAmerica.” Read thepoem“OnBeingBrought Tradition. Tradition, andtheWomen’s Literary Literary Tradition, theAmericanPoetic tual movementsshefounded:theBlack RESEARCH MODULEFOR , includingthethree intellec TASK STAMPED Phillis ------: SECTION2 may notbesuitableforalllearners. dents. Forthisreason, thisresource cide canbetriggeringforsomestu discussing sensitivetopicssuchassui were aboutand enslaved.Learning cusses thesuicideofAfricanswho *Please notethatthisresource dis * Nat Turner’s Rebellion Nat Turner Rebellion Nat Turner ( It toFreedom intheBahamas Commandeered aShipandHightailed When EnslavedPeople The AbacoSlaveRevolt The HaitianRevolution 15-Minute History:Episode11: (National Geographic)(MS/HS) Shaped AmericanHistory How Two CenturiesofSlaveRevolts African AmericanAuthorsSeries Phillis Wheatley—Clipfrom Great America” “On BeingBrought from Africato Phillis WheatleyBiography The HaitianRevolution Gabriel’s Rebellion Forging Freedom: TheStoryof ’s Rebellion Smithsonian Igbo Landing (Teaching Tolerance) (HS) magazine) (HS) TAGS

(MS/HS) (MS/HS)

(MS/HS)

- - - EDUCATOR’S GUIDE Antiracists (MS/HS) Abolitionists and (HBCUs) (HS) leges andUniversities Historically BlackCol (MS/HS) Black Women Resisters TOPIC

- Lloyd Garrison Reynolds namesabolitionist Research theoriginsofHBCUsandtheir How effective were theirapproaches? advance theliberationofBlackpeople? use literature, writing,andlanguageto How didabolitionistsandantiracists cific ideasaboutliberation. and William LloydGarrison moreLearn aboutthelifeandworkof ism. conversation around raceandabolition Reynolds asserts,“surviveandthrive”? their owninstitutionsandspacesto,as In whatwayshaveBlackpeoplebuilt essential role inresisting racism. their leadership? rupt bothwhitenessandpatriarchy in cally andintentionallyworkedtointer race andgender, howhavetheyspecifi limited bythesocialconstructionsof women havebeenmarginalized and Despite thehistoricalwaysthatBlack Tubman aboutthelifeandworkof Learn women havealwaysledtheresistance. Black womenhavealwaysrisen. RESEARCH MODULEFOR Frederick Douglass and Sojourner TruthSojourner asacentralfigure inthe TASK , andtheirspe David Walker William . STAMPED Harriet - - , - - : SECTION3 Garrison Publishesthe WILLIAM LLOYDGARRISON (speech read byactorDannyGlover) for theNegro” “The MeaningofJulyFourth Abolitionist, Editor, andStatesman Frederick Douglass:Orator, FREDERICK DOUGLASS Coloured CitizensoftheWorld” David Walker’s “Appealtothe The DavidWalker MemorialProject DAVID WALKER Liberator William LloydGarrisonandthe Tell ThemWe Are Rising Universities inAmerica Evolution ofBlackCollegesand New PBSDocumentaryExplores Five ThingstoKnow:HBCUEdition Women’s RightsActivist Truth:Sojourner Abolitionistand TruthSojourner TruthThe Sojourner Project SOJOURNER TRUTH Explore—Harriet Tubman Harriet Tubman’s RoadtoFreedom HARRIET TUBMAN

(PBS)

TAGS Liberator (MS) (PBS)

EDUCATOR’S GUIDE by eachlink) (MS/HS– notations Marcus Garvey by eachlink) (MS/HS–notations Ida B.Wells (MS/HS) 25th InfantryRegiment TOPIC

nationalism? of theBlackradicaltradition andBlack contribute toandinfluence thelegacy Garvey andtheMovement about Learn America. White, throughout thehistoryof the livesofflawedleaders,Blackand In poses thecomplexandattimesracist Throughout an Americansoldier, whodoesthatim soldiers. Whenwethinkoftheimage Research more andlearn aboutthese survival” connecttoReynolds’s words? lyric “Fightingonarrival,fightingfor Marley andtheWailers. Howdoesthe Listen to“Buffalo Soldier”byBob (p. 126–127). lives, wasablowtotheBlackpsyche” that hadbeenfightingthemtheirentire be mistreated, asfightersforacountry of prideforBlackAmerica.Forthemto writes, “Thesesoldiers…were apoint known astheBuffalo Soldiers,Reynolds About the25thInfantryRegiment,also injustice? speak outagainstracialterror andracial specifically andintentionallyworkto race andgender, howdidWells-Barnett limited bythesocialconstructionsof women havebeenmarginalized and Despite thehistoricalwaysthatBlack racist menstraight.” Black antiracistwomantosetthese took Frederick Douglass Du Bois thinking ofBlackmensuchas books ofourschoolsmatter? about theBuffalo Soldiersinthehistory age tendtoreflect? Howmightlearning RESEARCH MODULEFOR Stamped Ida B.Wells-Barnett , Booker T. Washington , readers gaininsightinto Stamped Marcus Garvey TASK . Heassertsthatit , Reynoldsex , “ayoung . Howdo STAMPED W. E.B. , and

-

- : SECTION4 * A Documentary * (MS/HS) Marcus Garvey:BlackNationalism Marcus Garvey Bob Marley–Buffalo soldier 25th Infantry Buffalo Soldiers * * * * (MS/HS) Ida B.Wells—Pioneer ofCivilRights (MS/HS) Ida B.Wells—The EarlyBlackPress Ida B.Wells-Barnett 25th InfantryRegiment(1866–1947) Yosemite andSequoiaNationalParks the AmericanFrontier andProtected HowBuffaloLearn SoldiersFoughton in discussionpriortothemaccessing Engagethem consider yourlearners. for students. Preview these texts and terror can bedifficultandtriggering (HS) Ida B.Wells—Anti-Lynching Crusader Memphis Threats Forced HertoLeave When IdaB.Wells Took onLynching, N-word isusedatleast once. a two-hourdocumentary andthe Educators, pleasenotethat thisis The StoryofMarcus Garvey: these texts,during,andafter. Learning aboutlynchingandracial Learning Overlooked: IdaB.Wells (HS) (MS/HS) (HS) TAGS (MS/HS) (HS)

EDUCATOR’S GUIDE (MS/HS) The HarlemRenaissance Brown vs.BOE TOPIC (MS/HS) RESEARCH MODULEFOR ston Langston Hughes ness ofothersaboutraceandracism? culture aswellraisetheconscious Blackpeopleand did theirworkaffirm agents inthissocialmovement?How people. Inwhatwayswere theyactive to poweraboutlifeinAmericaforBlack these individualsandothersspoketruth abouthow this socialmovement.Learn Renaissance andsomeoftheleaders Conduct research abouttheHarlem artists oftheHarlemRenaissance. influential poets,writers,musicians,and and legislation? efits andconsequences ofthislandmark describes. What were someoftheben Education moreLearn about idea” (p.159). cussed, isthatit’s actuallyapretty racist case, though,somethingrarely dis “What’s really interesting aboutthis Education When discussing Jacob Lawrence , Duke Ellington andtheracist ideasReynolds (1954)Reynoldswrites, TASK Brown vs.Board of , Brown vs.Board of Zora NealeHur were someofthe , STAMPED Billie Holiday : SECTION4(CONTINUED) - - , - - Zora NealeHurston— Now HerNovelsAre Classics for Writing inthe“BlackVoice.” Zora NealeHurstonWas Criticized About ZoraNealeHurston ZORA NEALEHURSTON “I, Too” byLangstonHughes of theHarlemRenaissance Langston Hughes:LeadingVoice LANGSTON HUGHES Harlem Renaissance sance A BriefGuidetotheHarlemRenais Renaissance An Introduction totheHarlem (Malcolm Gladwell’s podcast) Period ofAdjustment: Revisionist History—Miss Buchanan’s of Education 65 Years After School Segregation ontheRise Brown v. Board ofEducation Through Song Billie Holiday:EmotionalPower Timeline, Quotes Billie Holiday—Bio,Music,Media, BILLIE HOLIDAY His MessageofSocialJustice Duke Ellington’s MelodiesCarried Duke EllingtonMiniBiography Duke EllingtonBiography DUKE ELLINGTON Century AfterHisBirth Jacob Lawrence StillResonatea Why theWorks Artist ofVisionary Through PaintingsandPoetry Revisiting theGreat Migration JACOB LAWRENCE American Folklorist Brown v. Board TAGS

- EDUCATOR’S GUIDE Jail” (HS) “Letter from Birmingham Martin LutherKingJr.’s (SNCC) (MS/HS) Coordinating Committee Student Nonviolent Speech (MS) “I HaveaDream” TOPIC RESEARCH MODULEFOR done in1903,andlaterregretted, in Reynolds writes,“JustasDuBoishad and some of these young activists such and someoftheseyoungactivistssuch aboutSNCC ters andbusinesses.Learn to desegregatelunchcoun southern young activistsorganized sit-insinefforts energy to themovement”(p.160)as Reynolds states,“There wasayouthful ence ofthe“fierce urgency ofnow.” this calltoactionconvincehisaudi Also, notethetechniquesKingusesin Black AmericansthatKingaddresses. economic, andpoliticalconditionsfor and annotateittospotlightthesocial, Read andlistentotheentire speech last fewpages. ily focusesontheidealismfoundin down versionofthisspeechthatprimar provide studentswithonlyafiltered- time” (p.164).Andyet,mostschools speech “themosticonicofall Reynolds callsKing’s “IHaveaDream” so nonviolently. that theymustfightforequalityanddo call toactionconvincehisaudience note thetechniquesKingusesinthis the conflationReynoldsexplains.Also, Read andannotatethislettertoidentify the civilrightsmovement”(p.162). both, speakingtoagrowing splitwithin Islam). Kinglaterdistancedhimselffrom people (ingroups liketheNationof the BlackseparatistswhohatedWhite who hatedracialdiscriminationand two opposinggroups: theantiracists his letterKingerroneously conflated justice? use toadvancetheworkofsocial strategies andapproaches didSNCC What wastheirphilosophyandwhat Lewis as Ella Baker . andCongressman TASK STAMPED John John : SECTION4(CONTINUED)

- - - and Freedom at theMarch onWashington forJobs “I HaveaDream,” Address Delivered from Jail” Birmingham Martin LutherKingJr.’s “Letter John LewisHistory Ella BakerandtheSNCC Ella Baker A CivilRightsHistory CNN: SNCC’s Legacy: TAGS

EDUCATOR’S GUIDE (MS/HS) Black PowerMovement each link) (MS/HS–notations by Black PantherParty (MS/HS) Voting RightsAct TOPIC

owning andcontrolling theirownneigh Reynolds writesthat“Blackpeople Reynolds writes, “Oakland, California. Reynolds writes,“Oakland,California. day forBlackandBrown Americans? to votecontinuebechallenged 177). Findoutwhy. Howdoestheright of theUnitedStatesAmerica”(p. legislation everpassedbytheCongress “the mosteffective pieceofantiracist Reynolds callstheVoting RightsAct the consciousnessofBlackpeople? rally cry“BlackPower”create ashiftin tion forBlackAmericans?Howdidthe their core beliefsforachievinglibera and Power movementsuchas aboutkeyleadersfromLearn theBlack 181). meantbyBlackPower(p. Carmichael supremacy” iswhatantiracistStokely borhoods andfutures, free ofwhite their oppressors? those whoare oppressed standupto about theresistance thatoccurswhen liberation? Whatdoesthe BPP reveal gies didtheyusetoworktoward Black Newton Panthers andthetwofounders, aboutthephilosophyofBlack Learn (p. 182). themselves theBlackPantherParty” own two-manmovement.Theycalled Two frustratedyoungmenstartedtheir RESEARCH MODULEFOR Stokely Carmichael and Bobby Seale TASK . Whatwere Malcolm X . Whatstrate STAMPED Huey -

-

- - : SECTION5 Rights ActSpeech President Lyndon B.Johnson’s Voting Primer: TheVoting RightsAct Behind theBlackPowerMovement aPhilosopher Stokely Carmichael, (SNCC DigitalGateway) Stokely Carmichael Malcolm X’s FierySpeechAddressing Malcolm XMiniBiography Malcolm X Clip The BlackPowerMovement–Timeline The FoundationsofBlackPower * Bobby Seale (MS/HS) Feb. 17,1942:HueyP. NewtonBorn 50 Years Later Reflections ontheBlackPantherParty A HueyP. NewtonStory (MS/HS) Inside theBlackPantherParty * (TEDx Talk byJoevahnScott) Fighting Voter Suppression: Infographic The FactsaboutVoter Suppression The FactsaboutVoter Suppression Democracy Voter Suppression IsWarping Changed theWorld The Voting RightsActat50:HowIt Signed theVoting RightsAct 50 Years Ago,President Johnson for some learners. for some learners. brutality that mightcausediscomfort N-word alongwithimages ofpolice This textincludes theuseof Black PanthersRevisited (MS/HS) (MS/HS) TAGS (MS/HS) (HS)

EDUCATOR’S GUIDE by eachlink) (MS/HS–notations Black Women Resisters dates (MS/HS) Black Presidential Candi Obama (HS) Speech byBarack “A More PerfectUnion,” TOPIC

RESEARCH MODULEFOR - contributions ofBlackwomenandtheir In manyhistorybooks,themonumental advance antiracisminAmerica. and thegoalstheyworkedtoward to revolution help shapethemeaningofword such as How didpivotalBlackwomenleaders work are eitherminimizedormissing. excluded from Americansociety? the voicesofthosewhohavebeen troversial? Howdidtheyworktoamplify their actionsgroundbreaking andcon of theseleaders.Inwhatwayswere moreLearn about thepioneeringwork Jackson Mitchell victorious election,there was Before Barack Obama’s historicand it meantobe trulyantiracist? antiracist ideas are revealed. Whatdoes notate where bothassimilationist and Listen toandread thisspeech.An bold antiracism”(p.239). both painfulassimilationist thoughtand that “teetered backandforthbetween speech “AMore PerfectUnion”asone Reynolds describes Angela Davis . , Shirley Chisholm ? Learn abouttheirprinciples ? Learn TASK Barack Obama and STAMPED Audre Lorde , and Charlene : SECTION5(CONTINUED) Jesse - ’s ’s -

Angela Davis(1944–) by Audre Lorde “A LitanyforSurvival” Audre Lorde Racism” Anger: Women Respondingto (1981) Audre Lorde, “TheUsesof Activist Feminist, Writer, andCivilRights Biography: Audre Lorde—Radical Generation? Radical Teach theResistance Misunderstood. WhatCanaLifelong Angela DavisIsBeloved,Detested, Constant Struggle * on Race Transcript: BarackObama’s Speech Campaign —1984Presidential Jesse LouisJacksonBiography JESSE JACKSON in Congress A LookattheFirstBlackWoman Shirley Chisholm SHIRLEY CHISHOLM Election Laws(1968) Charlene MitchellonPresidential President, 1968 Charlene Mitchell,Candidatefor * CHARLENE MITCHELL Angela Davis—Freedom Isa may beupsettingforstudents. well asdescriptionsofimagesthat The N-word isusedinthistextas (MS/HS) (HS) (HS) (HS) (MS/HS) TAGS (HS) (MS/HS)

EDUCATOR’S GUIDE Essential totheresearch andpresentation oftheseprojects are thewaysstudentsspotlightsegregationist, as to reflect on what they find empowering, and to be the antiracists Kendi and Reynolds challenge them to be. shape Americansociety. Further, studentsare encouragedtoidentifytheantiracistsworkingdisruptracism, The followingthree optionsinvitestudentstocontinueexaminetheracistpolicies,pastandpresent, that TOPICS vide opportunitiesforstudentstoconnectthepastpresent inorder toforge anantiracistfuture. everyfacetofourlivestoday.racist ideasandtheirhistorypermeate Thesemultimodalprojects, therefore, pro As readers of in newsmallgroups, inpartnerships,orindependentlytocreate engagingmultimodalculminatingprojects. At theculmination of theirreading and discussionsof MULTIMODAL PROJECTS about race: communities. Author suggests three if an issue is quick guidelines that can be used to determine responseby leadpoisoning,andgovernmental tonaturaldisasters,payingcareful attentiontolocations and Research thestatisticsaround where landfillsandhazardous wastesitesare located, thechildren mostaffected (Black, Indigenous,andpeopleofcolor).Explore eventssuchas: Examine racist policies and practices that contribute to the disproportionate impact of environmental hazards on ENVIRONMENTAL RACISM to identifytheprevalence ofracistpracticesinareas suchas: Examine keyareas ofpopularculture. doyounotice?Provide Whatpatterns ahistoricandcurrent perspective REPRESENTATION OFRACEINLITERATURE, ART, ANDMEDIA topics forstudentstodeveloptheirmultimodalprojects: similationist, andantiracistideasinthetopicstheychoosetoexplore. Thisguiderecommends thefollowing 3) 2) Itisaboutrace ifitdisproportionately ordifferently affects people ofcolor. 1) Itisaboutraceifaperson ofcolorthinksitisaboutrace.                 people ofcolor( It isaboutrace ifitfitsintoabroader ofeventsthatdisproportionately pattern ordifferently affect Hurricane Maria,2017,PuertoRico The SouthDakotaPipelineConflict#NoDAPL,2016 The Water CrisisinFlint,Michigan,2014 Hurricane KatrinaandtheNinthWard, 2005,NewOrleans,Louisiana advertisements, fashion,andsoforth?Whatmakesthisaracistpractice? bodies are copiedandembodied.Inwhatwaysdoyouseeculturalappropriation inmusic,television now have Post Malone” (“Here’s Why Post Malone Is a Problem,” lowing a year in which White people took credit for cornrows, hoop earrings, and even Latin music, we Cultural appropriation for charactersofcolorrepresentative offullandcomplexlives? (NBC, ABC,CBS,FOX).Whatstoriesare told?Notetheracialdiversityofcharacters.Are thestorylines Primetime televisionshows of years.Whoare thewinnersinthesecategories?Inwhatwayscanyouidentifyracistpractices? Grammy Awards #OscarsSoWhite socialmediacampaignilluminateracistpractices? Actor. Howdoactorsofcolorfare incomparisontotheirWhitecounterparts?Inwhatwaysdoesthe The AcademyAwards story? Whose livesare centered? Whoseare marginalized orsilenced?Andwhydoesitmatterwhotellsthe written bypeopleofcolor. Thenconsidertheclassictextsthatare oftencore booksinEnglishclasses. Children’s literature Stamped, studentshavebeenchallengedbyDr. how IbramX.KendiandJasonReynoldstolearn So You Want toTalk AboutRace —Look attheRecord oftheYear andAlbumoftheYear categories forthepastnumber —Examine thestatisticsaround bookspublishedaboutcharactersofcolorthatare —Look across thehistoryofAcademyAward winnersforBestActress/Best —In an article critiquing White rapper Post Malone, Shawn Satero writes, “Fol —Identify thetelevisionshowlineupsformajorbroadcast networks Stamped , SealPress, 2018, p.14–15). , invitestudentsto work withtheirclub members,

Complex , 2017). Examine how Black - - - EDUCATOR’S GUIDE the Violent CrimeControlthe Violent andLawEnforcement ActoftheClintonadministration.Inwhatwayshavethesepoli Look intothepoliciesofpastpresidents suchasthe“toughoncrime”policiesofReaganadministrationand and terror toward AfricanAmericansatthehandsofpolice. unarmed sioner ofpublicsafetyduringthecivilrightsmovement.Thesepoliciesandpracticesresulted inracialviolence Stamped Examine thelegacyofpolicebrutalityandracialprofiling andthewaysthesepracticescontinuetoday. In *THE FIGHTFORFREEDOM,LIBERATION, ANDJUSTICECONTINUES working tostopthis? cies, andresponses, “disproportionately ordifferently” affected communities ofcolor?Whoare theantiracists that theseissuesare practices,poli aboutrace? In what ways havetheseevents/issues, as wellgovernmental Listen tothevoicesofBIPOCaffected bytheseissues.Howdoeslisteningtotheirvoiceshelpyouunderstand nouncements, podcasts,blogposts,TEDTalk–style presentations, infographics,andslidepresentations. Examples ofpresentationstudentsmightconsider includewebsites,shortvideos,publicservicean formats Encourage studentstousetechnologyinpowerful ways thathelpthemcommunicatetheirideasandgoals. to developwebsites. Adobe Spark can be utilized for visual storytelling and short videos. And students can access Weebly or Google interactive presentations. Padletcansupportstudentsinorganizing iMovieand anddisplaying information. culminating project. suchasFlipgridandOfficeSwaymakeitpossibleforstudentstodevelop Digitalplatforms There students can engage with and consider for their multimodal are and formats a variety of digital platforms DIGITAL PLATFORMS ANDPRESENTATION FORMATS multimodal project. fromculminating projectthey’velearned oneofthemodulesin their optionsdescribedorincludeinformation the reading of Educators caninvitestudentstofurtherengagewithtopicsfrom theresearch modulestheyexplored during ADDITIONAL OPTIONS * the antiracistsofthesemovementstodaythatare advancingtheworkofracialequity? #SayHerName movements.Howare movementstodaycontinuingtheworkofpast?Whoare Examine therole ofmovementstoday. Research thephilosophiesandpillarsofBlackLivesMatter cies continuedthelegacyofdeathandmassincarceration ofAfricanAmericansatthehandsgovernment? trauma bynarrowing thescopeofwhatstudentsresearch. brutality can cause emotional distress. This project option canbepresented inways that minimize to learners Educators, please consider the specific needs of your learners. SomeofthecontentandimagesaroundEducators, pleaseconsiderthespecificneedsofyourlearners. police , readers aboutBullConnor, learn Alabama,ascommis whomaintainedracistpolicies inBirmingham, Stamped . Studentscancontinuetoresearch oneofthesetopicsinplacethethree multimodal - - - -

EDUCATOR’S GUIDE a columnistatTheAtlanticandoneofAmerica’s leadingantiracistvoices. director oftheAntiracistResearch andPolicyCenteratAmericanUniversity. Heis historian. Heisaprofessor relations ofhistoryandinternational andthefounding DR. IBRAMX.KENDIisaNewYork–bestselling authorandaward-winning Times to visithimonlineatJasonWritesBooks.com. Myers Awards, andanNAACPImageAward, amongotherhonors.Heinvitesyou tiple Coretta ScottKingHonors;andthewinnerofaKirkusPrize,twoWalter Dean al BookAward finalist;the recipient ofaNewberyHonor, aPrintzHonor, andmul- JASON REYNOLDSisa#1NewYork–bestselling author;two-timeNation- Times ABOUT THEAUTHORS “Refreshingly simpleanddeeplyprofound.” —RenéeWatson, bestsellingauthorofPiecingMeTogether “ Stamped Also availableinebook “Mark mywords: Thisbookwillchange everything.” —NicStone,bestsellingauthorofDearMartin HC 9780316453691 and audioformats —PublishersWeekly “Required reading.” —Booklist isthebookIwishhadasayoungpersonandamsogratefulmyownchildren havenow.” “Powerful.” —Jacqueline Woodson, bestsellingauthorofBrown GirlDreaming

Practical Guide forTeachers (2019).Follow her@SonjaCherryPaul. and inclusion. Hermostrecent bookis Breathing New LifeintoBookClubs:A sional development foreducatorsonreading andwriting instructionandequity Dr. Cherry-Paulleadspresentations atnationalconferences andprovides profes- as theco-founderandco-facilitator oftheInstituteforRacialEquityinLiteracy (Teachersassociate atTCRWP CollegeReadingandWriting Project) aswell DR. SONJACHERRY-PAUL isaseniorresearch ABOUT THECURRICULUM DEVELOPER PRAISE FORTHEBOOK —School LibraryJournal their dailylives. “Highly recommended.” on waysreaders canidentifyandstampoutracistthoughtsin ABOUT THEBOOK shines a light on the many insidious forms ofracist ideas—and shines alightonthemanyinsidiousforms written bybelovedaward-winner JasonReynolds,thisbook Stamped: Racism,Antiracism,andYou isatimely, crucial, Through agripping,fast-paced,andenergizing narrative and empoweringexplorationofracism—andantiracism— in America. distribute, theycanalsobediscredited. while racistideashavealwaysbeeneasytofabricateand The constructofracehasalwaysbeenusedtogain why thepoisonofracismlingers.Italsoproves that and keeppower, tocreate dynamicsthatseparateand then tonow, showsyouwhywefeelhow we feel,and the Beginningtakesreader from onaracejourney Kendi’s NationalBookAward–winning Stampedfrom silence. Thisremarkable reimagining ofDr. IbramX.

—School LibraryConnection “[A] monumentalfeat.” “Eye opening.” —Kirkus

P

h P o h t o o t b o

. y b I y b J ra a m ti X Lin . K ds endi ay