Teaching Tolerance • Speak up at School & Responding to Hate and Bias at School

GOLDEN ANNIVERSARY Celebrating civil rights milestones set in 1963, a pivotal year in the struggle for human freedom

SEEING PRIVILEGE REGIONAL STEREOTYPES TITLE IX TURNS 40 Teaching that shifts perspective We're not who you think we are Leveling more than the playing field teaching

Ttolerance.orgo leranceissue 42 | fall 2012

Once1963 Upon a Time in America … two new resources from teaching tolerance • Speak up at school & responding to hate and bias at school

FREEs What are you doing to improve your school’s climate? to teacher

Introducing two guides from Teaching Tolerance that provide a 360-degree view of school-culture issues and provide direction for educators trying to build an inclusive, nurturing school climate.

Speak Up at School gives educators Learn how to respond the tools to help students and them- to biased remarks from selves turn from bystanders to • peers upstanders and explains how to • parents respond to biased remarks from peers, parents or even administrators. • administrators tolerance.org/speak-up-at-school two new resources from teaching tolerance • Speak up at school & responding to hate and bias at school What are you doing to improve your school’s climate? “Many of the questions we receive are from educators seeking advice about how to respond when someone—a student, a colleague, even a parent— uses biased language or stereotypes in school.”

Maureen Costello, Director of Teaching Tolerance

Research-based strategies for Responding to Hate and Bias shows • reducing bullying educators how to respond to a hate- • creating a welcoming school related incident in their schools climate or communities and guides them through crisis management and • promoting school-wide post-crisis efforts at improvement. social emotional learning tolerance.org/hate-and-bias

Download SPEAK UP and RESPONDING TO HATE AND BIAS AT SCHOOL Today! tolerance.org/publications teaching Tolerance issue 42 | fall 2012

Departments 5 Perspectives 7 letters to the Editor 9 ask Teaching Tolerance 11 Wh y I Teach 29 Beth Hammett found out the hard way that most 27 good things in education hang on giving people second chances. 13 Down the Hall counselor Torrye Reeves believes there are three keys to keeping parents involved with their kids at school: communication, communication, communication. 15 Tell it to the President 17 activity Exchange 60 staff Picks 62 story Corner I n 1920, Tennessee lawmaker Harry Burn followed his mother’s advice on a controversial vote—and “freed 17 million women from political slavery.” 64 One World 40 49

on the cover Teaching Tolerance focuses on how educators can observe the upcoming 50th anniversaries of important events in the civil rights movement.

illustration by d avid vogin

2 Teaching Tolerance Features 23 Confronting White Privilege Many affluent students are oblivious to 29 34 issues of race and class. Here are two teaching strategies designed to open their eyes. 40 Struggling in Suburbia Many suburban schools are facing what is, 27 Y oga in School for them, a new problem—poverty. More public schools are discovering that yoga for kids can benefit classroom 44 Once Upon a Time in America management—and learning. f ifty years ago, the civil rights movement faced some of its toughest tests. Do your 29 Title IX at 40 students know the full truth about Beyond the Playing Field what happened? This 1972 law was never just about sports. Making Invisible Histories Visible It radically changed everything for girls 49 This innovative program helps at-risk and women. students stay in school and builds 34 Meeting Mathew community, both in school and out. students with hidden disabilities can Therapy of Lies frustrate classmates and teachers alike. 51 Conversion therapy poses as a medical But educators can improve both the treatment, but it’s really a type of bullying. attitudes and behaviors causing so Find out how to help when LGBT students much trouble. 49 54 are told to “pray away the gay.” 54 You’re not From Around Here How can you challenge regional bias in the classroom?

58 New Resources from Teaching Tolerance Speak Up at School and Responding to Hate and Bias can help educators address actions that threaten a healthy school climate.

Activity Exchange Challenge your students with these lessons on diversity. (see page 17)

all articles are available for educational use at tolerance.org/magazine/archives. fal l 2012 3 need lesson plans? director Maureen B. Costello Design Director Russell Estes Teaching Tolerance Managing editor Jane Shealy associate editorS Alice Pettway, Lisa Ann Williamson has hundreds of ADMINISTRATIVE ASSISTANT Victoria Williams anti-bias lesson SENIOR MANAGER FOR TEACHING & LEARNING Thom Ronk TEACHING AND LEARNING SPECIALISTS Emily Chiariello, Sara Wicht plans online— PROGRAM ASSOCIATE Michele Lee

and they’re FREE. design senior designer Valerie Downes designers Michelle Leland, Scott Phillips DESIGN ASSOCIATE Sunny Paulk

Por duction new media director Scott Pitinsky New media content manager Annah Kelley Press Production Manager Regina Collins Online operations manager Brian Youngblood

c oNTRIbutors Raquel Aparicio, Scott Bakal, Celyn Brazier, John S. Dykes, Robert Ervin, Ana Maria Hanssen, Hadley Hooper, Jason Keen, Carrie Kilman, Susan Estelle Kwas, John Micklos, Jr., Keith Negley, Sean Price, Jon Reinfurt, Kim Rosen, Paul Roud, Whitney Sherman, Michael Stravato, Katy Swalwell, Steve Thackston, David Vogin, David McKay Wilson, Daniel Zalkus

A DVISORY BOARD MEMBERS NEW! Trevor Barton, Kathleen Brenny, Cameron Calland-Jones, Thomas Carroll, Christine D. Cde Baca, Sara Cohan, Kathleen Crawford, Ameka Cruz, Vanessa D’Egidio, Melissa Diebel, Dawn DuPree Kelley, James Hiller, Eileen Hogan Heineman, Rebecca Jallings, Geordie Jones, Razia Kosi, Michael McDonald, Sarah More McCann, Enid Pickett, Daniel Rubin, Tamika Shuler, Kathy Stanley, Jennifer Trujillo, Kim Vinh, Cleopatra Warren

southern poverty law center DIFFERENT COLORS co-founders Morris Dees, Joseph J. Levin, Jr. OF BEAUTY president & CEO J. Richard Cohen DIRECTOR OF HUMAN RESOURCES Anne Collins Six creative lessons to help students develop their racial or SPLC board of directors Howard Mandell, Chair ethnic identities in a nurturing Lloyd “Vic” Hackley, Vice Chair classroom environment. (PreK-5) Julian Bond, Emeritus Andrew Fredman James Rucker œ self-portraits Alan B. Howard Elden Rosenthal Marsha Levick Henry Solano œ literary criticism James McElroy Ellen Sudow œ interviews Vanzetta Penn McPherson David Wang œ poetry e diTORIAL office œ reflection 400 Washington Avenue, Montgomery, AL 36104 email [email protected] subscriptions tolerance.org/subscribe

Teaching Tolerance is mailed twice a year at no charge to educators. Check out all It is published by the Southern Poverty Law Center, a nonprofit legal and education organization. our new series For permission to reprint articles, email us at [email protected]. Free online issn 1066-2847 © 2012 Southern Poverty Law Center E RECY AS C E L Teachingtolerance.org/activity/series Tolerance L E 4 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% “Always give a word or sign of salute when Perspectives meeting or passing a friend, or even a stranger, if in a lonely place.” —tecumseh

I write this a few days after the I worked—hard—on changing my horrific shooting at a Sikh temple in accent, by learning how to talk like the Beatles. It worked, in that people Wisconsin, yet another of the all-too- couldn’t tell I was one of “them,” espe- common tragedies that remind us of the cially after I married a native. But even terrible virulence of hate. 40 years after the bridge was built, the We responded by urging educators to honor the victims by learning distinction thrived. One of the last people I met on Staten Island, an engineer more about their beliefs. Because that’s the principle Teaching Tolerance hired by the buyers to inspect the home is founded on: the idea that learning about others—and understanding my husband and I were selling, fol- their struggles—helps loosen our apprehension and lessen our propensity lowed the introductions with the inev- to see them as alien or inferior. itable question, “So, are you a native?” It’s long past time to recognize that This issue features a range of stories And judging people based on these none of us are “native.” We’re all com- that twine around this essential theme. regional stereotypes hurts. I know. ing, at least figuratively, from some- The cover story looks back to the strug- When I was 10 years old, my fam- where else—another ethnicity, reli- gles of the civil rights movement in ily moved from Brooklyn to Staten gion, culture, race, ability, sexual orien- 1963. Other stories provide strategies Island, both boroughs of New York tation, set of experiences, point of view. to confront the obstacles students face City. We joined a migratory flood Here’s hoping that this issue helps because of race, gender, ability, LGBT launched by the Verrazano Narrows you in your work to nurture students status and poverty. These are peren- Bridge. Before the bridge, only ferries who reject provincialism, who welcome nial topics because fear is a hardy weed. connected the island to other parts newcomers and who encounter the rich You’ll also see a story that’s a little of the city, and the place was almost diversity of our world fearlessly. different, one that invites you to con- rural. With the opening of the bridge —Maureen Costello sider stereotypes that, to most folks, or, as it’s been called, “the guinea don’t seem all that harmful. These gangplank,” all that changed. That are the labels we bestow upon people nickname—a reference to the fact that based on where they hail from here many of the Brooklyn migrants were in the United States. You’ll recognize Italian-American—was a mild form them from TV: the flakey Californian, of the vitriol toward newcomers to the aggressive New Yorker, the milque- which I quickly became familiar. toast Midwesterner. Within months, this particular ex- They may seem superficial, but I’d Brooklynite learned two things: not to argue that their easy acceptance creates admit to the half of her heritage from a frame of mind all too willing to clas- Italy and not to flinch when asked, “Are sify people and judge them accordingly. you a native?”

#teachingtolerance fal l 2012 5 Teaching Tolerance Community

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

TEACTWENTIETH ANNIVERSARYHI ISSUENG

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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 efre stuff 10 best of the blog 10 & 12 why i teach 11 d o wn first bell the hall 13 lessons learned 14 tell it to the president 15

Reader Exchange POSTER INSIDE! TAKE A CIVIL RIGHTS ROAD TRIP “Possession Obsession” inspired this conversation online. SCHOOL RIVALRIES DEFINING MOMENTS LGBT TEACHERS Don’t have to be ugly Rethinking dictionaries for kids In or out of the closet? I would hope a parent would teach their child these things. I would not leave these topics up to the school. TEACHING –Submitted by tracie cinquegrana warren

TOTOLERANCE.ORG LERANCEISSUE | SPRING My daughter volunteered with Safe Harbor when she was in high school. The organization has a program that LEARN TO SPOT THE SIGNS AND HELP WHEN TEEN STUDENTS AVOIDAND BREAK FREE FROM goes into local schools and talks about dating violence. UNHEALTHY RELATIONSHIPS DATING It used to be called the Megan Project. Megan was shot BECOMES and killed by her boyfriend in 1997 as she sat on the life- ABUSIVE guard stand at a local neighborhood pool. He then killed himself. This was during the day in front of about 30 or so people, including children. She had recently broken up with him. It is a bigger issue than people realize, and it has been going on for a long time. –Submitted by darlye hert

Teaching Tolerance 41 master.indd 1 1/20/12 4:34 PM

Our last issue once again Teaching Tolerance am an “out” lesbian, how- TL IME Y STORY ON sparked a lively response, addresses real-world ever, I am not a teacher. I TEEN VIOLENCE particularly to “Class issues with intelligent dis- am an education support Thank you for making teen- Outing,” an article that cussions, provides useful professional (ESP), perhaps dating violence a cover story explored the fragile gains in resources and personalizes better known as a classi- in your magazine. As a vio- acceptance of LGBT educa- contemporary problems fied employee. If you think lence prevention coordi- tors. Many of you empha- around tolerance. It is a coming out as a teacher nator for a domestic vio- sized that sexual orienta- great resource for parents, is hard, try doing it as an lence center for the past 13 tion has nothing to do with kids and teachers. ESP. We average about years, it is nice to see how an aptitude for teaching Sue Ellen Christian a third of the legal pro- many places teen-dating and that gay students need tections and earn signifi- violence is being addressed. role models too. ‘COMING OUT’ cantly less, so we are even Your article was well written TOUGH FOR ALL more vulnerable. And even and provided access to sup- SCHOOL STAFF more invisible. port information. These are I just finished reading the Jolene Tripp always important to see in “Class Outing” article. I Redlands, Calif. articles on this topic. Thank

@Tolerance_org fal l 2012 7 first bell

HING TOLERA AC NC you for your great work all T E E around and including this CIVIL RIGHTS issue in the magazine! ROAD TRIP Barbara Cavett Nagy Jennifer Rey Teaching Tolerance

TRAVELt PATH Delray Beach, Fla. TO EQUALITY is a great resource for

TAKING A CIVIL RIGHTS ROAD TRIP today is a great way to Via email see America. But in the 1950s and 1960s, traveling the area shown on this map could be di cult and even dangerous. educators who believe In 1963, Martin Luther King Jr. wrote about the discrimination that African Americans faced—on the road and elsewhere—and why they were so impatient for change. “When you take a cross-country drive and ﬁ nd it necessary to sleep night after night in the uncomfortable corners in helping all students of your automobile because no motel will accept you … then you will understand why we ﬁ nd it di cult to wait,” he wrote. King and other African Americans were tired of waiting for civil rights—the right to vote, the right to go to good schools, the right to participate in normal life without fear. The U.S. “RO AD TRIP” Constitution guaranteed them those rights. And they were find success. I have the same rights that white Americans had long enjoyed. King was not the only activist traveling in this struggle for civil rights. “Freedom Riders” rode buses and risked beatings or jail time to integrate the nation’s transportation system. Civil FALLS SHORT rights workers drove cars to Mississippi to register and educate been pleasantly sur- voters. And thousands made the long march on foot from Selma to Montgomery in Alabama, calling for the right to vote. You can travel the path to equality with this Teaching Tolerance poster. From the 1954 Brown v. Board of Education ruling to King’s assassination in 1968, this map illustrates an prised at the range I was enjoying the pros- important time and place in our nation’s history. pects of the “Civil Rights of topics in the les-

Road Trip Post Card ZELTNER TIM BY ILLUSTRATION son plans.

TOLERANCE.ORG Topeka, Kansas tried to attend the school, they were weren’t served, but their daring protest school at the University of Mississippi. About 250,000 people gathered to Murder of Three Civil Rights Workers Caroline County, Virginia Brown v. Board of Education blocked by the state National Guard quickly spread to other cities. Birmingham, Alabama rally for civil rights. In the next two During “Freedom Summer,” college Loving v. Virginia and met by angry white protesters who years, Congress passed laws to end The U.S. Supreme Court ruled that it Anniston, Alabama Children’s Crusade and the 16th students fl ooded into Mississippi to In 1958, it was illegal for people of threatened violence. legal discrimination. Activity” but was disap- was unconstitutional to have separate Freedom Rides Street Baptist Church Bombing register African-American voters. The di erent races to marry in Virginia. schools for black and white students. New Orleans, Louisiana Black and white “Freedom Riders” Hundreds of African-American chil- New York City Klan murdered three of the volunteers. Richard Loving and Mildred Jeter wed Montgomery, Alabama Desegregation of Schools boarded buses together to protest dren who marched for civil rights were Malcolm X’s Split with Alabama anyway. They were arrested. The U.S. Montgomery Bus Boycott Six-year-old Ruby Bridges became the segregation on long-distance routes. met with fi re hoses and police dogs. the Nation of Islam Bloody Sunday and the Supreme Court overturned the law. Rosa Parks, an African-American fi rst black student at her elementary In Alabama, the Riders were attacked Later that year, four girls were killed Malcolm X was a leader in the Nation Selma-to-Montgomery March Memphis, Tennessee woman, refused to give up her seat to a school. But four U.S. marshals had to and nearly killed. when a bomb planted by Ku Klux of Islam, a group that did not trust Police attacked more than 600 Assassination of Martin Marcelle James pointed at the exclusion of guard her. Klansmen tore through their church. white people. But Nation members white man. Her arrest led to a boycott Oxford, Mississippi peaceful protesters as they began Luther King Jr. that ended city bus segregation. murdered him after he spoke out in Most struggles for civil rights took place in the Greensboro, North Carolina Integration of the Washington, D.C. a 54-mile march from Selma to King was standing on the balcony favor of racial harmony. South, where black and white people were kept Little Rock, Arkansas Lunch Counter Sit-Ins University of Mississippi March on Washington Montgomery. Two weeks later, even of his Memphis hotel when a bullet separate by a system of laws and customs. But Desegregation of Central High Four black college students sat at a Violent white mobs met James Meredith, Passage of the Civil Rights Act Philadelphia, Mississippi more marchers set out again—and struck and killed him. People mourned South Carolina, Georgia and racism and prejudice were nationwide problems. When nine African-American students “whites only” lunch counter. They a black man, when he tried to go to Passage of the Voting Rights Act Freedom Summer and the this time they made it. worldwide. Brave, gutsy and Florida, especially as a per- civil_rights_map_poster.indd 1 1/5/12 1:00 PM thoughtful. These son raised in Rock Hill, S.C. important in a time when March at the 50th anniver- people are dedicated I went to school with the popular culture continues sary of the Montgomery to uplifting humanity. children of the Friendship to sell the American South Bus Boycott. I was new to Nine and was part of the as a land of uneducated peo- teaching sixth grade and Beau Weaver first fully integrated class ple—hillbillies and red- history. Your video was A tremendous of South Carolina public necks—as opposed to the amazing. I learned so much tool for a tremen- school students. To overlook diverse cultural, social and and felt so proud of these dous problem. those states and the role economic region it is. The children. Every year I can’t they played in furthering struggle continues for civil wait to show it to my next Jamey Katherine Hardy civil rights, not just in the rights, a just society and to two classes of children, The article about gay South but for the country break stereotypes. as well as the three other teachers really hit as a whole, is a disservice to William Daniel classes that borrow it. One close to home. It’s those who have worked for Denver, Colo. year I had a lady in class too bad there are so civil rights and to those who “CHL I DREN’S who had been hosed down many people who can’t have benefitted from those MARCH” MAKES THE when she came south to look past another’s, efforts. If the story of strug- DIFFERENCE visit family for the summer. especially a teach- gle is left incomplete, those I have looked several times Every year the children are er’s, sexuality and see in South Carolina, Georgia to see if Mighty Times: The amazed at what happened. that we are STILL and Florida are penalized Children’s March had been And every year teachers fall great teachers! with a lingering stigma put on DVD yet, so find- in love with your video. that they did not or have ing out this year that it has JoAnne Wells not done anything of note. been is totally awesome. Eclectic, Ala. This, I feel, is increasingly I first used The Children’s

Tell Us What You Think! Becca Wertheim Have an opinion about something @Tolerance_org You know you’re you see in Teaching Tolerance meant to be a teacher when you’re magazine or on our website? a 20 year old who would rather Email us at editor@tolerance. read Teaching Tolerance magazine org. Please put “Letter to the than Cosmo. Editor” in the subject line. Or mail a letter to 400 Washington Ave., Montgomery, AL 36104.

did you know? 1 in 10 children display gender non-conformity before age 11. On average, they are more likely did you know? to experience physical, psychological and sexual abuse and experience post-traumatic stress disorder by early adulthood. —Pediatrics

8 Teaching Tolerance illustrations by paul rogers Ask Teaching Tolerance

teacher to other colleagues and administrators? Preachers and teachers often share the mission to “comfort the afflicted and afflict the comfortable.” Point out that when the purpose is to build spirit, it’s self-defeating to do so by poking fun at people, especially unpopular or marginalized people. Whatever the proposed day, be it nerd, hillbilly, redneck or ghetto (and we’ve heard about them all)—ask the question: Is this going to make someone who’s probably already feeling excluded feel better or worse? Then decide.

I have colleagues who boast about being colorblind. You recommend that we teach about the undoc- What do I say to them? Let them know that no one umented, but I’m concerned about irate parents. likes to feel invisible or Q: have their everyday real- How can we teach about controversial issues that have ity denied. Ours is a soci- a political undercurrent without making them political? ety in which one’s race— sadly—has a real impact on one’s lived experience. Remind your colleagues Take a page from anti-evo- Your best defense is in the step is to examine your own that their race may be con- lutionists: Explain that learning standards. Both the beliefs about poverty and ferring privileges that oth- you’re teaching the contro- Common Core and all social people living in poverty. It’s ers don’t have, and that it’s versy. Seriously, controversy studies standards call for important to recognize that important to open their about public policy is at the students to identify differ- poverty is a condition— eyes to see how race affects heart of living in a dem- ent points of view and read sometimes temporary—and our lived experiences. And ocratic society. Students deeply about current issues. not an identity characteris- reassure them: Recognizing need to learn about con- tic. The final step is to teach race doesn’t make them troversial issues. The abil- How can we introduce about the social forces that racist. Judging people based ity to explore a topic or students to issues like contribute to poverty, then on their race is the problem. issue deeply and to under- poverty in a setting where to build empathy by looking stand other perspectives is some may be personally at how poverty affects peo- essential, not only for citi- struggling with the prob- ple’s lived experiences. Aahsk te c ing tolerance! zenship, but also for college lem and others may be Need the kind of advice and and career readiness. Your blissfully unaware? During school spirit week, expertise that only Teaching best strategy is to focus on You’ve taken the first step: a teacher objected to Tolerance can provide? the facts and promote dis- recognizing that this is a the planned “Nerd Day.” Email us at [email protected] cussion of all perspectives. tough problem. The next How can I support this with “Ask TT” in the subject line.

illustration by scott bakal fal l 2012 9 first bell

BLOG 3.21.12//EQUALITY AND JUSTICE

… and readers replied: Will We Learn “Powerful message here … Travyon's death is indeed a sounding alarm that must be From Trayvon heeded—to prevent future tragedies and to permanently end the racism that incited Martin’s Death? his murder.” On Feb. 26, Trayvon Martin, a 17-year-old “Tolerance would say that we need to look African-American high school student, was at the people and the situation without put- Have fatally shot on his way home from the con- ting race into it automatically. I think it is you seen a tragedy that the promise of this young venience store. He carried a package of our blog Skittles and an iced tea. He had no weapon. man has ended too soon. I am not quick to assume it was a racially motivated incident.” lately? Evidence of misconduct has clouded C heck out some the case: An officer told a wit- Get the full discussion here of the most ness her story was incorrect. talked-about blog tahe c ing tolerance.org/blog/ tolerance Tapes of a 911 operator tell- posts. Go to will-we-learn-trayvon-martin-s-death Best Best ing Zimmerman not to pur- tolerance.org of the blog and search for sue Martin were with- these headlines. held from the public. q We must ask ourselves: Families Come Why would police take the word in All Shapes of a man holding a pistol over the and Sizes body of a boy? Why is 13-year-old q Austin, an African-American neigh- Writing the bor, afraid he will be stereotyped by Powerless Out neighborhood watch members and of History police just as Martin was? q Some of these questions will be Making answered by investigators. Other Homelessness More than a questions—the deeper, more disturbing did you know? Stereotype did you know? ones that ask about equality and intoler- q ance—must be answered within our class- 95% of all teens ages 12-17 are now online. Why Service rooms and our courtrooms … 80% of them use social media sites. is a Skill Worth — Alice Pettway —Pew Research Center Learning

NoDumbQuestions.org Teachers, students and par- One World Education Visible Thinking, part is an online global net- ents can find a wide vari- provides free online teach- of Harvard University’s FREE STUFF! work where anyone can use ety of high-quality edu- ing resources. Each year, Project Zero, offers help- video, audio, photos or text cational materials at it offers registered users ful resources that boost These web resources offer to ask “dumb questions” EDSITEment, a website of 12 curriculum units based students’ thinking skills diversity-rich information and tell personal stories the National Endowment on “youth-written primary and content knowledge. and materials for teachers. about LGBT experiences. for the Humanities. Lesson sources about personal Numerous “thinking rou- The site has a helpful “Kids plans cover subjects such as experiences with culture, tines” guide students’ & School” section. art and culture, foreign lan- local and global issues.” ideas on important topics NoDumbQuestions.org guage, social studies and lit- oneworldeducation.org/ across disciplines. erature and language arts. one-world-curriculum- pzweb.harvard.edu/vt edsitement.neh.gov overview

10 Teaching Tolerance illustrations by daniel zalkus Why I Teach

Hammett is an associate professor of English at the College of the Mainland in Texas City, Texas.

they don’t belong in developmental When Everything Hangs courses because they are recent gradu- ates. It’s a motley crew of apprehensive on a Second Chance students who need to bond to make it through the hectic semester. “I wanted to tell you something,” the with students of various ages, from 18 In developmental classrooms, it’s nor- student said. “I’ve been in prison, and year olds to senior citizens. They usu- mal to see adults with 3rd- or 4th-grade ...” I held up my hand for him to stop ally have one thing in common—scoring skills sitting next to 12th grade-level stu- and then replied, “I don’t want to know below college level on entrance exams. dents. Many people cannot understand why you’ve been there. Let’s move for- The challenges for first-year, develop- how these adults passed their high school ward with a fresh start.” mental students are overwhelming. exit exams and received diplomas when It’s not uncommon for students They are often insecure about attend- they clearly cannot read or write prop- in my developmental college English ing college. Some have language barri- erly. Yet developmental classes are full courses to have been in jail or in prison. ers and many lack study skills. of them. What is important is that none However, I’ve discovered that I prefer Others tell stories of being single par- of them are pre-judged as illiterate or un- not to know the reasons behind these ents or caregivers for spouses and par- teachable. By extending an extra lifeline, legal problems. I just want to help these ents. There are students who are men- developmental teachers offer these stu- students improve their lives through tally and physically disabled as well as dents second, third or fourth chances in education, and this is why I teach. military veterans. There are also fresh- their lives and careers. Developmental courses are filled out-of-high school teenagers who feel I suppose having “walked a mile in

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 michael stravato fal l 2012 11 first bell

“In developmental classrooms, it’s normal BLOG 2.27.12//INSPIRING STUDENTS to see adults with 3rd- or 4th-grade skills sitting next to 12th grade-level students.” I nspiration Knows their footsteps” helps when After I graduated from No Gender it comes to overlooking the a four-year university and When the Dallas public school district decided backgrounds of developmen- got my first teaching job, I tal students. I, too, was an decided to pursue a master’s to show its 5th graders Red Tails, an action-adven- older adult student at the age degree. I wanted to teach at a ture film based on the Tuskegee, Ala., pilots who of 30 when I returned to com- community college and give formed the country’s first black aerial combat unit, munity college. My past was students with backgrounds it was a tremendous idea. The district littered with mistakes—two similar to mine opportuni- tahe c ing felt students would be inspired by the failed marriages, child cus- ties to better themselves. tolerance story of these men who fought seg- Best Best tody and support troubles, Every semester, I encoun- of the blog regation, integrated the Army and and numerous low-paying ter people whose lives are were trained as combat pilots for the jobs. With a household full of in turmoil, and I tell them United States during World War II. children, my minimum wage “education will change your But when district officials learned that job was not enough to sustain goals and dreams.” us. Yet I was scared to return Many of these students the theater was too small to accommodate all to college for another try. contact me or return to visit the 5th graders, they made a dreadful decision to When I finally stepped 5 or 10 years later to tell me allow only boys to benefit from the inspiration the back into the college class- how education did make a Tuskegee Airmen offer. The incident became an room, no one questioned me difference. I don’t want to example of what holds us all back. about my past. As I juggled know why it took them so Inspiration comes in a variety of forms and the roles of mother, wife, long to enroll in college. I speaks to us all in different ways. Making deter- student and worker, I made just want to make sure they minations along gender lines does not honor it through the first semes- have all the chances they our unique interests and abilities; it only makes ter by spending countless need to build a better future. flawed assumptions. … hours with tutors. Then, I — Beth Hammett finished a second semester. Suddenly, education was a golden opportunity to start … and readers replied: over; it meant a new future. “It’s infuriating how many forces seem to be trying to turn the clock backward for I made excellent grades. My women: legislation to ban access to birth control; Arizona, banning Chicano stud- life changed. Education gave ies, which of course, includes both genders. When it comes to civil rights, I guess me the confidence to apply we can never rest or consider a battle won.” for scholarships, and it led to invitations from honor soci- “Thank you for sharing this. The stories of the women who flew the big bombers eties. This encouraged me to across the United States and around the world during WWII is amazing as well … do better each semester and to The women not only flew aircraft to deliver them to the men, but flew them drag- set new goals. As I moved for- ging targets across the skies for artillery target practice. In this day and age when ward, I discovered friends with women are serving in the military, making a decision like this for girls is truly back- similar interests. Not once did ward—and does a huge disservice to our country as well.” they ask me about my past. They judged me solely on my Get the full discussion here accomplishments. Education tolerance.org/blog/inspiration-knows-no-gender gave me a new life.

did you know? 250,000 U.S. children are prosecuted, sentenced or incarcerated as adults each year in the United did you know? States. About 10,000 children are held in adult jails and prisons on any given night, two thirds of them while they are awaiting trial, despite high risk for sexual abuse and other harms. —Campaign for Youth Justice

12 Teaching Tolerance illustration by daniel zalkus Down the Hall

speaking of what she knew, and that it was up to me to show her the world had so much more to offer. I saw that I could better serve students as a school counselor. Thus began my journey.

How do you feel the role of a counselor has changed in the past 20 years? While great things have occurred over the past 20 years, many negative things have also taken place. School counselors are recognized and held accountable as professionals in the mental health field. Along with that has come a great deal of responsibility. Many school counselors are faced with administrative duties and are being pulled away from what counts the most—working with students.

How would you rate your school’s efforts toward diversity? What is the counselor’s role in supporting that diversity? I believe our school is on the right track in recognizing and appreciating the diversity of respect, hinge on good com- our population, but we haven’t Open the Door munication accomplished tested our limits. I conduct an through regular classroom activity with my students in visits and an open-door pol- which I stand at the front of to a Safe Learning icy for her office. the class with another adult. I ask the students to iden- Environment Why did you become tify differences between us. a counselor? Their immediate answers The first word counselor Torrye Reeves teaches her stu- When grading a 3rd grade are often about race or hair dents each year is “advocate,” a role she fills for both stu- writing assignment, I came length—physical attributes. dents and staff. The educator who nominated Reeves calls across a paper that read, I point out that appearances her a “powerhouse” and says she “works tirelessly every day “Ten years from now I will be can be deceiving. Sometimes to make sure students are learning in a safe environment.” living in my Section 8 home, students are unaware of my Reeves says her goals, like fostering cultural awareness and collecting my weekly food Native American heritage. It stamps and hanging out in gives the class an opportu-

We interview your favorite administrators in each issue of Teaching Tolerance. the club with my friends.” I nity to talk about less appar- realized this child was only ent diversity.

photograph by steve thackston fal l 2012 13 first bell

“Students and teachers learn Lessons Learned from one another Each week we post lessons to when we create help you teach social justice. Activities are grade-specific and an open and address a range of issues. Here loving space.” are five of the most-visited in recent months. Find them at tolerance.org/activities. What drives your commitment to students the skills to use in times of dif- anti-bullying programs? ficulty and encourage them to follow Different Colors of Beauty: Our school has relatively few bullying through when a problem arises. Looking Closely at Ourselves problems, and I am enthusiastic about (Early Grades) keeping it that way. I believe that all stu- What’s the best way to keep parents Students explore skin color dents should be able to learn in a safe involved in educating their children? through self-portraits. and healthy environment. Students Communication, communication, must see from their own point of view communication! Keeping parents Different Colors of Beauty: in order to truly learn from a situation involved as active participants in their Looking at Race and Racial or moment, so I conduct anti-bullying child’s academic and social/emotional Identity Through Critical activities with students in their individ- lives is best. Our school has an eBlast Literacy in Children’s Books ual classrooms to address ethnic, racial and a Twitter page, and I send out quar- (Early Grades) and religious diversity. terly bulletins about my classroom vis- Students develop an under- its. Parents can also find helpful infor- standing of racial stereotypes by How do you help students and staff mation on my web page. looking critically at literature. become more understanding and respectful of differences in cul- What are your favorite books on I mmigration Myths ture, religion, ethnicity and sex- social justice issues? (Middle and High School) ual orientation? I absolutely love, love, love Patricia Students deconstruct common Constant reminders and open commu- Polacco and Jacqueline Woodson. To myths about immigrants and nication are key in raising a community name a couple: The Junkyard Wonders the process of immigration in of culturally aware and respectful stu- (Polacco) and The Other Side (Woodson). 21st century America and then dents. I give teachers a 3R Card (Relax, share their new knowledge. Relate and Release) students can use W e’ve heard you engage your stu- to come see me when they need to cool dents in creative ways. What’s the F amily Tapestry: My Family Rocks! down, get away from an issue or just talk. craziest stunt you’ve pulled? (Early Grades) I also visit every classroom in my school This year for National Red Ribbon Students explore the defini- at least once a month. It’s refreshing to Week I transformed myself into Rock tion of family, examine different see how many of the students and teach- Star Ruby—the Red Ribbon Week Diva. types of family structures and ers learn from one another when we cre- Students are still trying to figure out if consider what makes their own ate an open and loving space. I am Rock Star Ruby. Of course, I will families unique through fun never tell. activities like a scavenger hunt What is the single greatest challenge at and family portrait. your school? How are you addressing it? down the hall I believe the single greatest challenge in Know an excellent administrator, librarian I ssues of Poverty: What is Poverty? schools today is raising self-sufficient or counselor we should interview? (Middle and High School) kids who are able to problem-solve and Email us at [email protected] and put Students compare the govern- make wise decisions. I focus on giving “Down the Hall” in the subject line. ment definition of poverty with the actual cost of living in their own communities. They come did you know? 1 million—The number of youth who start high school did you know? to see that someone can work every year, but don’t make it to graduation. fulltime and still live in poverty. —National Public Radio

14 Teaching Tolerance Tell it to the President

The winner of the 2012 presidential election will face huge challenges when it comes to education. We wanted educators—the real experts—to have their say on the issues they think are most important. So we asked our readers to tell this year’s candidates why students matter, what they need and how to improve schools. Here are a few of the responses.

R EPEal NCLB AND aiming to judge every child RESET PRIORITIES in the United States by the anyone talk about closing The biggest impact I have is I’ve been teaching for over same limited and limiting schools in Santa Monica on children in kindergarten 30 years. A student I taught criteria. I urge you to repeal or Shaker Heights? Do you through third grade. None of in third grade now has a NCLB and help Americans really think the teachers in this is new so why are we still daughter in our school. He value individual differences. those communities are so reactive instead of proactive? came to talk to my fourth Ruth Kroman Gorrin much better than the ones Talana Fawson graders. I recall that he had Berkeley, Calif. in East Harlem? Ogden, Utah severe dyslexia. Reading, Clean up our inner cities. writing and math were T IME TO PROTECT Give students healthy meals. FUNDING CUTS A all challenging for him, LGBT TEACHERS Make certain they live in good RECIPE FOR DISASTER although he was one of the Gay kids need role models homes and have adequate Students want desperately most compassionate chil- like all kids. Some of the best health care. Give them books to complete their educations dren I’ve known. He would role models for any kids are and quiet spaces to learn. Ask and start their careers, but have had trouble passing their teachers. Yet many of a teacher. We know. they are unable to due to the the No Child Left Behind us teachers in America live in Nancy Letts dramatic decrease in fund- tests. He might have felt fear of losing our careers and Cortlandt Manor, N.Y. ing to institutions of higher unworthy and perhaps livelihoods if we are found learning. As dean of English might never have gained out to be gay. Being gay does BROTE P AC IVE, and Social and Behavioral the confidence to do what not affect how a teacher NOT REACTIVE Sciences at a community col- he loves and excels at. teaches, nor is it discussed in I have spent years as a lege, I know firsthand the He is now in the Air the classroom. We need pro- teacher and counselor in struggles to keep up with Force, a medic, whose tection against being fired elementary schools, junior increased demands cou- job is rescue. Among and our careers ruined for highs and high schools. We pled with decreased fund- other things, he’s been to simply being who we are— put monies into career guiding. It’s a recipe for disas- Afghanistan three times which is what we tell our stu- ance and focus the fund- ter. Please consider the long- and helped after hurri- dents they should be. ing and personnel in the term costs that a lack of edu- canes. He showed the stu- Terri Morgan upper grades when all of cation and deficient job skills dents a video clip of himself Atlanta, Ga. our research and experi- will create for our country. from the previous week, ence tells us to be proactive Undereducated and unin- parachuting out of a heli- LE’ T S HAVE A NEW and create change where formed voters create apa- copter to rescue an injured CONVERSATION it is most effective—in the thetic citizenry. Idle youth man on a boat in the ocean. Please reframe the conver- lower grades. What a waste spawn increased vandalism I want you to know how sation about teaching. It’s that later we spend it on pris- and crime. And desperate vital it is to treat children not about the unions, ten- ons and drug rehab instead people move from productive as individuals, each with a ure, an inferior curriculum of saving those lives before citizenry to crime and jail. different mix of strengths, or standardized tests. It’s they go off track. Instead These potential outcomes are challenges, interests, fam- about poverty. It’s a truism of increasing the counsel- much more costly than giving ily structures, home envi- in education that you show ors for elementary schools our students the education ronments, resources and me a student’s zip code to teach positive coping pro- they desire and deserve. so on. The No Child Left and I’ll tell you how she’ll cesses we wait until there is a Janet Castaños Behind Law ignores all this, do on a test. Why doesn’t problem and then try to fix it. El Cajon, Calif.

illustration by daniel zalkus fal l 2012 15 teaching tolerance online resources

How can I get Teaching Tolerance’s educational resources? to teachers 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

SIGN UP ONLINE TODAY! Access the entire suite of Teaching Tolerance anti-bias education resources. tolerance.org/signup ActivitActivity Exchange This issue’s activities were all submitted by members of the teaching tolerance Advisory Board. Have you created a classroom activity you think would be perfect for teaching tolerance? To see submission guidelines, go to tolerance.org/blog/teach-social-justice.

Grades Pre-K-2 Memories: Can-Have-Are

Every year, I prepare to ing and are different for hers. Then I give each As a culminat- celebrate Grandparents everyone. After a short student a brown paper ing activity, we invite Day by reading Wilfrid discussion, I present each bag like mine and direc- grandparents or older Gordon McDonald item from my bag and tell tions to fill it with five of family members to the Partridge with my class. about the memory it holds their own memory items. classroom to share our The book, written by Mem for me. I then introduce The next day, students books or we make ar- Fox and illustrated by the book and read it aloud. bring their bags and rangements to visit a Julie Vivas, fosters inter- The story is about a share their memories. local retirement home to generational friendships little boy, Wilfrid, who Then they write about create new memories. and respect for others. lives next door to a re- their items and make a Cameron Calland-Jones Prior to the lesson, tirement home and gets short illustrated book. Cogburn Woods Elementary School I fill a brown paper bag to know all of its resi- Alpharetta, Ga. with five items that hold dents. Wilfrid befriends special memories for me. 96-year-old Miss Nancy I choose items that align and tells her all his se- to themes in the book: crets. He later finds out that Miss Nancy has Something warm lost her memory, and Something from long ago he makes it his mis- Something that makes sion to help her find it. me cry But first, Wilfrid has Something that makes to figure out exactly me laugh what a memory is. Something as precious After reading the as gold story, we go back to our Can-Have-Are chart and To begin the lesson, add more information. I ask the students what We continue to discuss a memory is. We start a memories, compare Can-Have-Are chart for Wilfrid’s and Miss memories. For example, Nancy’s memories memories can make you and talk about how or happy, have a special feel- why Miss Nancy lost

F or more activities with good suggestions on talking about families, visit tolerance.org/activity/family-tapestry.

great anti-bias ideas and activities from teachers everywhere! fal l 2012 17 Activity Exchange

Grades 1-5 U nderstanding Prejudice through Paper Plate Portraits

This lesson is most effec- I’m a kid, I don’t know a tive if students have lot.” Older students may already begun exploring mention stereotypes social justice issues like based on race, ethnicity, racism or gender stereo- religion, class or sexual types. You will need one orientation. Chart stu- paper plate per student. dents’ responses, writing “rough” and “violent” on meaning of prejudice? First, review the mean- the broader categories on the outside of their plates ing of the word preju- the board, such as “gen- and “gentle” and “loves What can we do if we notice dice, breaking down the der” and “age.” stuffies” on the inside of or experience prejudice? word into its parts, “pre” Explain that students their plates. One of my and “judge.” will be reflecting on the students wrote down How can we try to stop it Begin brainstorming difference between what “small,” “dumb” and from happening? about the types of judg- others might assume “weak” on the outside of ments people might make about them and how they her plate, while she wrote Creating these “paper without getting to know truly are on the inside. down “strong,” “curious” plate portraits” is a pow- someone. Ask, “What Students will draw their and “loves sports” on the erful, concrete and hands- is something someone faces on the outside or inside. When students are on learning activity that might think about you “bump” of the plate. finished, give them time encourages students to just from looking at you?” They will then write a to participate in a short reflect on prejudice. It I usually model with an few words or phrases that “gallery walk” to admire also helps them see how example about myself. they think someone might the collective work of the multifaceted they are Younger children often assume about them. On class. Then facilitate a disas individuals (thinking mention judgments the inside or “crater” of cussion about the activity, about their “outside” based on gender, age, size the plate, students color asking such questions as: versus “inside” selves). or clothing. My students in a heart and write words The lesson helps students have said, “Some people or phrases that describe What did you discover? to better understand the might see I’m a girl and their character/personal- complex, pervasive issues think my favorite color is ity—who they really are. Were you surprised by related to prejudice and pink,” and “People might For example, I have anything? stereotypes, revealing think that just because seen boys write down why it is important that Did you make any connec- we all challenge biased tions between your plate assumptions. R ead answers to common questions and a classmate’s? V anessa D’Egidio about prejudice before teaching this lesson at The School at tolerance.org/publication/beyond-golden-rule/ Columbia University common-questions-about-youth-and-prejudice. How did this activity New York, N.Y. help you understand the

18 Teaching Tolerance Have any good activity ideas? drop us a line at [email protected]. Grades 6-8, 9-12 The Study of Racial Representation via Television Commercial Analysis

In my Latino/Latina lit- NBC’s Today Show) and an We replay the com- Check out some erature class, my pri- hour of prime-time televi- mercials as often as early-grade-level mary intent is to help my sion to get a variety of necessary to get accu- activities on media students see the inequi- commercials aimed at dif- rate data. Ultimately, literacy and social ties created in our soci- ferent demographics. As students tabulate the justice at tolerance. ety by pervasive racism a class, we watch only the number of people in org/activities/media- and discrimination. This commercials. After each the commercials, group literacy-social-justice. project asks that the stu- one, students chart the them by race, and create dents watch two hours products being advertised, a bar graph to illustrate of television, focusing the (perceived) race and their findings. Addition- What are your thoughts only on the commer- gender of the actors and ally, the students reflect about this? cials. Collaboratively, we their prominence in the upon their research and assess how often Latinos/ commercials (e.g., in the answer these prompts: Were you surprised by Latinas (as well as other foreground or background, anything? racial and ethnic groups) speaking or non-speaking). What does your research are onscreen, and if generally tell you about I ask the students to they are onscreen, Latinos/Latinas in reflect upon what they in what type TV commercials? have seen and read of roles they in class to come to are portrayed. a new understand- I record one ing about racism hour of major on television as network morning well as a new programming (e.g., perspective about Latinos/Latinas and their place in American society. Daniel Rubin Las Cruces High School Las Cruces, N.M.

A comprehensive list of curriculum standards aligned with each Activity Exchange can be found at tolerance.org/activity-exchange-4/standards. fal l 2012 19 ActivitActivity Exchange

Grades 6-8, 9-12 What Is the U niversal Language?

Students are often told One of the most re- they speak incorrectly or warding and entertaining use bad grammar. Telling activities I use to teach students of color in rural Standard American Eng- or urban areas that they lish is one that I call What speak “incorrectly” or Is the Universal Language? “ghetto” can have a nega- Before beginning the tive effect internally. activity, I play “Soldier” I give students in by Destiny’s Child. After my class the opportu- listening to the song, I nity to analyze their pose the question “Is “home” language (the there anything wrong PowerPoint presentation American professionals. first language they learn with this song?” Students that explains the differ- • Translate hip-hop at home). I do not make share their opinions as we ence between the “home song lyrics into Standard students feel bad for the chart their answers on the language” and Standard American English. way they speak; however, board. After a few minutes American English. Fol- • Write a commercial I give them opportuni- of discussion, I show the lowing the presentation, selling a product of your ties to translate terms or students three words: students are grouped in choice in Standard Amer- phrases into Standard translate, formal and infor- teams to translate lyrics ican English and African- American English. mal. I give them 15 seconds and phrases into Stan- American Language. to reflect on the list of dard American English. Students perform their words. After the reflection, After the groups translate commercials; the class students get up and the lyrics we discuss dia- notes the differences and move to the words if lects and cultures within analyzes their effects on they’ve ever heard different regions of the the audience and product them prior to this state (e.g., the Gullah being marketed. lesson. This gives culture of South Carolina Each of these activities me the opportunity and Georgia). Additional concludes with students to learn about their activities allow students comparing language of a prior knowledge of to understand and appre- culture versus Standard these terms. ciate these differences: American English. Stu- Once students • Summarize the U.S. dents learn to appreciate are back in their Constitution for two audi- language and understand seats, we view a ences: A) urban youth; B) the importance of mainstream language usage. Tamika Shuler Download Tamika’s PowerPoint Heyward Gibbes presentation online at Middle School tolerance.org/Tamika-PowerPoint. Columbia, S.C.

20 Teaching Tolerance Grades 9-12 What Does Justice Require of Victim-Perpetrators?

A United Nations role- the conception of rights government of Sierra Le- tions. “Talks” follow, and play brings to life the differs between church one and diamond traders. groups mingle and form challenges of creat- and state. They are told to present coalitions that might help ing social justice and We also look at the leg- a position to the United them restate/reframe helps students learn to acy of African colonialism Nations supporting or their resolution position. use opponents’ state- and read UNICEF docu- rejecting a resolution to During the role-play, ments to bolster their ments on child soldiers— prosecute child soldiers students complete a own arguments. who they are, what they for war crimes. handout outlining their do and how they become The groups take 45 argument, other groups’ Background: Should child involved in conflict. minutes to prepare their arguments and how they soldiers be prosecuted for The students read A argument using class ma- can either discredit other war crimes? This essen- Long Way Gone: Memoirs terials. They are required positions or use them to tial question guides a unit of a Boy Soldier by Ishma- to stay in character dur- bolster their own. They on Catholic teaching on el Beah. The memoir al- ing both work time and integrate this information rights and responsibili- lows us to ponder a more the United Nations role- into a second round of ties. Before the role-play, challenging question: play. They are expected five-minute presentations. we read the Vatican hu- What should be done to anticipate the argu- The result: A consis- man rights letter Pacem with victim-perpetrators? ments of other groups, tently engaging activity. in Terris and compare the Should we hold child sol- address other groups’ Students actively partici- rights and responsibili- diers accountable for war shortcomings or work on pate, negotiate and pres- ties outlined with those crimes if their rights were ideas that support their ent nuanced arguments. in the Universal Declara- violated first? group’s position. Sarah McCann tion of Human Rights. Each group has five Cristo Rey Jesuit High School Students understand that Role-Play: The role-play minutes to make its case Minneapolis, both documents sup- helps students begin to the United Na- Minn. port self-determination, framing arguments for family preservation and and against prosecuting a truthful government. child soldiers for war These documents also crimes. It also addresses help hone students’ an English standard—use compare/contrast and another’s argument to classification skills, and bolster your own argu- frame a discussion on how ment. Students are ran- domly placed into six groups: The United Nations Universal UNICEF, the Declaration of Human Rights is available online at Vatican, former un.org/en/documents/udhr child soldiers, warlords, the

illustrations by susan estelle kwas fal l 2012 21 ActivitActivity Exchange

Grades 9-12 Teaching the Levees: An Interdisciplinary Approach to Community Problem Solving

“Teaching the Levees” is process model to guide bers to foster a sense of Engineering: 10th- an instructional resource learning. Ensure the shared responsibility. through 12th-grade provided by Columbia relevancy of topics and Engineering Concepts University Teacher’s allow students to narrow 5. Plan collaboratively “New Levee Design” College to support dem- the scope of the situation to draft a list of cross- ocratic dialogue and presented in the area of curricular activities for Extended learning: The civic engagement about interest and the underly- a culminating school- problem-solving model the Hurricane Katrina ing problem. Thereafter, wide/community exhibi- deepens understanding disaster. The curriculum allow students to build tion of student projects. about connecting stu- model provides opportu- consensus around a com- dents’ identities to world nities for interdisciplin- mon project theme. Sample list of interdis- issues and creates work ary instruction for com- ciplinary activities: of value. The UNESCO munity problem solv- 2. Prior skills and knowl- Science: 9th-grade Biol- community problem- ing and social justice edge—Determine what ogy “Creating a DNA Da- solving module is learning. In this activity, students already know tabase for Identification” recommended to scaffold teachers use the follow- and what they will learn. instruction for extensive ing instructional frame- Develop a series of es- Language Arts: 11th- thematic projects. This work to plan an exhibi- sential questions to guide grade American Litera- process can be used as tion emphasizing cultur- research and inquiry. ture “Poetry Display of a framework to address ally responsive instruc- Katrina Victims” community problem tion across academic dis- 3. Resources Needed— solving in a broader con- ciplines. This activity is Identify instructional Social Studies: 11th-grade text. Recent disasters in designed to give students materials and supplies U.S. History “Cultural Haiti and Japan are top- practice in cooperation needed for your project. Mapping the Katrina ics that can be considered and exchanging, identify- Resources may include Diaspora Migration” as alternatives. ing and refining ideas for a various types of research Cleopatra Warren culminating unit of study. references, agencies Foreign Language: Frederick Douglass High School contacted, field trips, 10th- through 12th- Atlanta, Ga. Planning Process interviews and speakers. grade “Spanish Katrina 1. Implementation News Broadcast” Overview—The students 4. Develop an outline of should clearly describe responsibilities, includ- Download the “Teaching the Levees” Curriculum the problems the coming specific tasks and Toolkit. teachingthelevees.org munity is facing using a roles for team mem-

22 Teaching Tolerance activities compiled by thom ronk M Any AFFLUENT STUDENTS ARE OBLIVIOUS TO ISSUES OF RACE AND CLASS. HERE ARE TWO TEACHING STRATEGIES DESIGNED TO OPEN THEIR EYES.

CN O FRONTING WHITE PRIVILEGE

tBy Ka y Swalwell ILLUSTRATION BY WHITNEY SHERMAN

fal l 2012 23 Even as THE United States becomes collected while study- Myth of Meritocracy Sloan sought to more diverse, a new era of “white ing two teachers as The belief that people receive give students some flight” is unfolding. Whether they live part of a case study wealth or income solely by virtue of that exposure, to in urban, suburban or rural communi- during a school year of hard work and talent, without “burst” (or at least ties, white students are likely to attend point to two differ- considering privileges and access “trouble”) their schools that reinforce their percep- ent philosophies. that others don’t have. “bubble.” For exam- tions of cultural dominance. The aver- ple, Sloan is one of age white student attends a school Bursting the Bubble the few adults in where 77 percent of the student body The first teacher in their lives who has is of their race. This racial segregation my study, Vernon Sloan, calls himself talked explicitly about how his gen- is often linked with economic segrega- a “suburban missionary” intent upon der, race, class, language and sexual tion. As the gap between rich and poor “bursting the bubble” in which his stu- orientation grant him privilege. The widens, fewer than 7 percent of white dents live. When asked to describe the naming of racism and classism was a children attend high-poverty schools. reasoning behind his elective Urban theme throughout the course: Students In general, educational research History course, he explains, “There’s located their families’ personal histo- tends to focus on the effects segrega- that artificial line that separates the ries in relation to white flight, inter- tion patterns have on kids from low- poor from the affluent that the media viewed older people about racial mem- income families or communities of presents us—this image of poverty ories and examined local housing pol- color. However, not investigating the being bad, and then the people are bad icies. Sloan also encouraged them to educational experiences of white, afflu- so we have to protect ourselves. … You critically discuss racism within their ent students wrongly frames them as have to cross that line.” schools. For instance, he pointed out the successful norm to which others Sloan has worked for 30 years at a that the hallway where some newly are compared. public high school in a large suburb that arrived black students hung out was For teachers working within homo- is diversifying, but remains predomi- called “The Jungle.” geneous groups privileged by race and nantly white and upper-middle class. Sloan also described white ethnic- class, providing a critical multicultural One of the students described the com- ity and explained the different histo- education is of tremendous impor- munity this way: “Everything here is so ries of groups that “became white.” He tance. A robust, diverse democracy nice and kept clean, and it’s not like the got them to cross the border of their depends not on self-interested, uncrit- rest of the world. The people that live bubble by taking them on field trips to ical kids, but on young people who are here—they know what they want and places outside their comfort zones and willing to step outside of their comfort try to keep out what they don’t want. … by supporting a student exchange with zones. To do that, students must under- It’s a nice place to grow up, but it’s not a school that has a homogeneous black stand how race and class influence their real.” All of the 14 students who par- population. Rather than focus on tra- lives and want to work to make the ticipated in the study described them- ditional academic assignments, Sloan’s world a better place. selves as living in a “bubble.” They elective course was rooted in getting But bringing multicultural educa- acknowledged why the suburb might students to share experiences and per- tion into racially uniform classrooms be desirable (“clean,” “safe”), yet they sonal stories. can be a daunting task. Parents and felt sheltered and wanted to be exposed When asked to describe the course’s administrators may see no need for to the “real world.” impact, one student said, “People like attention to inequality. They also may encourage teachers to superficially cover or celebrate “other” cultures in uncritical ways. Because the majority What Works? of public school teachers in the United To burst the bubble States are themselves from similarly and disturb the Do emphasize listening Do examine local residen- homogeneous communities of privi- comfortable to multiple perspectives tial patterns in relation to his- lege, they may feel intimidated by or successfully, and voices of marginalized torical and contemporary forces. unprepared for this kind of work. keep these do’s people. (Collect oral histories (Study maps based on census What specific strategies for engag- (and examples) tied to racial issues.) data to understand patterns of ing these students are most effec- in mind: white flight.) tive at raising awareness without also provoking guilt or anger? Data that I

24 Teaching Tolerance π Editor’s Note The teachers’ names are pseudonyms. Mr. Sloan make [our suburb] not as much a bubble.” Other students said that they now saw their community with new eyes and expressed frustration that its racial isolation had been hidden from them. Some, however, expressed frustration with what they perceived as mixed messages of the course. They pointed out that while Sloan tried to show the humanity of people in low-income neighborhoods, he also warned students about violence and gangs. “I don’t know what he really wants,” said one student. “Maybe he doesn’t know.” At times, Sloan’s approach seemed to reinforce and romanticize students’ stereotypes of an exotic “other.” By the end of the semester, the majority of the students advo- cated charity over addressing root problems. While presenting the world as either “inside” or “outside” the bubble (“Us” and “Them”) may fit the way these students view the suburbs, it does little to challenge how such ideas can limit their critical thinking. “Bursting the bubble” can thus be a powerful framework, as long as the bubble’s existence is, itself, examined and critiqued.

Disturbing the Comfortable The second teacher in my study, Liz Johnson, has worked at her school for more than a decade. The school is an elite private academy located in the heart of a posh urban neighborhood. This academy has an explicit mission to prepare students to be justice-ori- ented citizens in a multicultural democracy—and charges upwards of $25,000 a Do offer opportunities year to do so. Do connect students’ expe- Do solicit both cognitive and for students to “re-network” Twelve students riences to the realities of emotional responses to primary their diverse privileges with from Johnson’s injustice. (Identify and criti- sources. (Assign art projects, people from marginalized groups. required Modern cally reflect on racial segre- poetry, short documentaries and (Provide time for students to American History gation within the school traditional academic essays participate in community course participated and community.) tied to those sources.) projects related to issues in the study. None of injustice.) described their community as a bubble. Instead,

fal l 2012 25 “DISTURBING THE COMFORTABLE” we could help them gain if we, like, worked with them or something.” CAN BE A VALUABLE FRAMEWORK FOR “Disturbing the comfortable” can be a valuable framework for working WORKING WITH PRIVILEGED STUDENTS with privileged students who typically have been taught to feel at ease—learn- WHO TYPICALLY HAVE BEEN TAUGHT ing about inequalities can be unsettling. However, teachers should guard TO FEEL AT EASE—LEARNING ABOUT against over-emphasizing the need for merely intellectual opinions when INEQUALITIES CAN BE UNSETTLING. they are not backed up by emotional responses. Also, teachers should avoid cultivating a sense of righteous excep- tionalism that makes students feel even more comfortable. they talked about how unsheltered they divided into groups to address social were compared with suburban coun- issues such as the drug war, LGBT L essons Learned terparts and other elite students in the rights or religious intolerance. They These case studies show how race and city. Despite the homogeneity of their conducted research to learn more class operate in different contexts. student body, most of the white, upper- about their topics, then met with local Students from a public school in a mid- class students described themselves leaders and participated in political dle-class, majority-white suburb dem- as cosmopolitans who are comfort- activities, such as lobbying the state onstrate significantly different think- able in any situation. “I feel like you’re legislature or soliciting signatures for ing about themselves than do kids in a exposed to a lot more in the city,” said petitions. Homework assignments big city attending an expensive private one. “The suburbs are very sheltered. included reading manifestos on social school that serves a mostly upper-class Almost everyone’s the same, which is action and conducting interviews with white population. These differences very unfortunate.” community activists. affect how teachers should frame their Rather than bursting bubbles, then, Most of Johnson’s students showed approaches to multicultural education. Johnson’s approach was to trouble her great depth and breadth of knowledge Students who see themselves living in students’ sense of ease. “You can’t just about contemporary social issues. a bubble may need to have that bub- target the oppressed,” she explains It was not unusual for them to think ble burst; students who are confident when asked why she chose to teach about and question their own posi- cosmopolitans may need to have their at this school. “I mean, I don’t think tions on inequality, including a fasci- comfort disturbed. my kids are the oppressors, but they nating discussion on the lack of diver- This is not easy work. In both cases, belong to the oppressor class, more or sity at their own school. the teachers’ good intentions did not less. … The cages need to be rattled, and However, some students focused always work out as planned. Even so, that’s what I’m doing. I have this motto: less on their insights about inequality these approaches can be effective. ‘Disturb the comfortable and comfort and more on how the course benefited It takes teachers and students will- the disturbed.’” them personally. When asked what he ing to investigate more deeply the This meant that Johnson focused would take away from the semester, one ways in which their communities are much of her students’ attention on student said, “Ms. Johnson’s class has diverse and to question why homoge- sources documenting historic and con- taught me how powerful it is to speak neity exists. Ultimately, teaching about temporary injustices. Students wrote without a script and how easy it can diversity in places where there seems essays, debated and participated in be when you just have the confidence to be little of it can help students ask role-playing in order to examine their to do it. It’s opened up a lot of oppor- why the world is the way it is and, more thinking. Throughout the semester, tunities to use that skill other places.” important, how it can be better. Johnson assigned readings and writ- Another student said that ten work that demanded reflection the academy was the “right from many perspectives. kind of segregated upper- Toolkit These lessons were often connected class school” because “we Encourage students to find out how to required social-action projects over- know what the lower class diverse their social circles really are. seen by a team of teachers. Students is missing out on and what visit>> tolerance.org/bursting-bubbles

26 Teaching Tolerance Yoga Public Schools More public schools are discovering yoga for kids can benefit classroom management—and learning.

By Lisa Ann Williamson ILLUSTRATION BY JON REINFURT

Too often, learning in Chelsea A. Jackson’s classroom was a struggle with cheerless chaos. Her 3rd graders at the Title I school in Atlanta strug- gled to pay attention, and bickering, fussing and general behavior problems frequently interrupted lessons. School-wide, it seemed classroom cre- ativity was frowned upon, teachers felt defeated, and pressure to improve standardized test scores was squeezing the demonstrated a few simple poses. the school’s highest. life out of students and teachers. Jackson says the effects were bet- Classroom management has always So Jackson took a chance. Personally, ter than she had hoped in the weeks been a challenge for most teachers. But she had been turning to yoga to help that followed. Student attention what if student concentration could manage stress, and had found that the spans increased. They were resolv- be augmented with several calming practice improved her fitness, atti- ing their own conflicts. Lessons went breaths and a chance to stretch desk- tude and self-confidence. Why couldn’t more smoothly. She describes how, cramped young bodies? That is the her students benefit in similar ways? before standardized testing, her stu- question a growing number of schools She covered her classroom window dents would request a “few minutes are exploring by introducing yoga with construction paper to reduce dis- for breath.” And it apparently paid off— classes and practices into their build- tractions. She showed her students though she did not teach to the test, she ings. And a limited—but growing—body how to focus on their breathing. She says her students’ scores were among of research indicates yoga for kids may

s pring 2012 27 be an effective strategy for proactively lead and assistant instructors to con- yoga’s potential benefits for students managing classroom behavior and effi- duct two classes a week with more awaits research on a larger scale, lim- ciently boosting student learning and than 350 K–8 students. The instruc- ited studies and anecdotal evidence performance. tors taught mindful breathing and continue to convince educators to give basic poses, but also modeled calm, it a chance. And the relatively low cost A n Ancient Practice respectful behavior. “Students started can often be covered through grants or Yoga’s history stretches back thou- to be mindful,” Solvang says. “They professional development budgets. sands of years, and its practice has checked how loud they were speaking roots in Hindu, Jain and Buddhist reli- or if their tones were harsh in talking Overcoming Objections gious practices in India and East However, school-based yoga is still Asia. It has been described as met by resistance from some a discipline for focusing and parents who believe its roots connecting mind, body and in Eastern religions mean it spirit, and has found adop- should have no place in pub- tees among other religions as lic schools. Some devout well as the non-religious. A Christians fear it could lead secularized form that empha- young minds toward other reli- sizes fitness and stress-reduc- gious beliefs or mysticism. A tion is now well established in few districts have banned yoga, Western countries, and one can as well as visualization practices find a proliferation of yoga stu- or meditation instruction. dios in most American cities. In some instances, instruc- Studies prove yoga as a regular tors can address concerns by a practice can help lower blood yoga demonstration sans yogic pressure, reduce heart disease, nomenclature. (One program has improve strength and balance, removed all yoga references from and deal with depression its “Power Moves Kids Program and other maladies of men- for Public Schools.”) But if fami- tal health. lies remain uncomfortable with Jackson is now pursuing the practice, they can have their her doctorate in education at kids sit out the program. Emory University, studying Still, people like Tara Guber, yoga integration in the class- a yoga instructor with more than room. She and other advocates 25 years of experience, make it of yoga for kids point to learning- their mission to bring legitimacy to specific benefits, including: to another student. We saw students yoga in the classroom. In 2002, Guber k fewer fights and arguments among changing reactive behavior to cre- set out to create a model in-school pro- students; ative solutions.” gram, offering yoga three times a week at k better student decision-making; After the first year, the results at Cass the Accelerated School in Los Angeles. k increased self-awareness and Street School were tabulated. Using According to Guber, teachers found self-esteem; the U.S. Department of Education’s that the best time to give an exam was k improved concentration and reten- Positive Behavioral Interventions and immediately following yoga class, since tion; and Supports, the team calculated disrup- sessions resulted in calm, relaxed—but k more efficient use of class time. tive incidents. In the year before the focused—students. In other words, yoga offers a poten- yoga program was introduced, there Is yoga in the classroom worth the tial means to address a wide range of had been 225 classroom disruptions, effort? Guber argues that a yoga prac- challenges in the classroom. 320 disorderly conducts and 150 fights. tice—even once a week—helps students That has been the experience of During the pilot program in 2010–2011, feel safe, show greater acceptance of oth- Susan Solvang, executive director of these metrics were all cut by more than ers’ differences and demonstrate bet- K–12 Yoga in Milwaukee. Two years half: 110 classroom disruptions, 40 dis- ter conflict management among them- ago, the organization began a pilot pro- orderly conducts and 52 fights. selves. All that adds up to more time and gram in Cass Street School, bringing in While broad-based evidence of energy for teaching and learning.

28 Teaching Tolerance This 1972 law was never just about sports— it radically changed everything about education for girls and women.

By Carrie Kilman ILLUSTRATION BY CELYN BRAZIER

fal l 2012 29 BEYOND THE PLAYING FIELD when Kristen Galles was a 7th grader milestones and to reflect on the chal- “Title IX is working every bit as hard in Cedar Rapids, Iowa, she wanted lenges that lay ahead. As they look to in the classroom as it is on the athletic to enroll in shop class. But there was the future, these experts paint a cau- field,” says Nancy Hogshead-Makar, a problem. At Harding Junior High tiously optimistic picture. law professor at Florida Coastal School School, only boys could do that. It’s just “Title IX has fundamentally changed of Law and 1984 Olympic gold-medal- how things were in 1976. the country,” Galles says. “So much has ist. “The original goal was access to edu- “When I was growing up, I didn’t changed that our progress just can’t be cation for girls and women as broadly know a woman who was a lawyer or a stopped. But at the same time, there is as you can imagine—as broadly as edu- doctor,” Galles says now. Seeing females a lot of work to do.” cation goes.” in those roles “… helps you see your Among other things, Title IX requires own future and what you can become.” Classroom Successes safe and accessible learning environ- Galles recalls an era that might The year 1972 was marked by turbu- ments for both sexes, guarantees preg- sound absurd to 7th graders today. It lence—the Vietnam War, the Watergate nant and parenting students equal edu- was a time when girls were discouraged scandal, hotly debated issues like the cational opportunities, and requires from taking math and science classes, death penalty and mandatory school that course offerings and career coun- when quotas limited female college busing. And yet, in a show of biparti- seling not be limited by gender. enrollment, when pregnant students san support, Congress passed Title IX Today, thanks to Title IX, more weren’t allowed to stay in school, when of the Education Amendments of 1972. female students are not only play- athletic opportunities for girls were Its first, essential phrase reads: ing sports, they’re also enrolling in almost nonexistent. “No person in the United States shall, math and science classes in record All that’s changed thanks to Title IX, on the basis of sex, be excluded from par- numbers, going to college and enter- the federal statute that mandates gen- ticipation in, be denied the benefits of, or ing nontraditional careers. According der equity in schools receiving federal be subjected to discrimination under any to the National Center for Education funds. In the early 1990s, Galles became education program or activity receiving Statistics, between 1999 and 2009, the first person to file—and successfully federal financial assistance.” female college enrollment rose 40 per- settle—a Title IX challenge against a Title IX’s most visible effects—and cent; graduate enrollment rose 63 per- high school. Today, Galles is one of the most vocal opponents—have been in cent. Today, more than half of all medi- most outspoken Title IX legal advo- school athletics. In fact, although ath- cal and law students are women. cates in the nation. letics aren’t mentioned in the original In recent years, the law itself has This year, Title IX turned 40. Galles statute, “Title IX” and “sports equity” expanded. In two separate cases in the recently joined more than 300 legal have become all but synonymous. late 1990s, the Supreme Court ruled scholars, educators and historians in Most people, however, are surprised that teacher-on-student and stu- Ann Arbor, Mich., to honor the law’s to learn the law does so much more. dent-on-student sexual harassment

30 Teaching Tolerance violated Title IX. “Prior to that, many courts were dismissing these cases,” says Neena Chaudhry, senior counsel for the National Women’s Law Center. Ellen Staurowsky, a Title IX legal scholar at Drexel University, co- chaired the Title IX at 35 Conference five years ago. “So many myths arose in the ’70s about what would happen to boys and men as a result of Title IX—but those things never panned out,” Staurowsky says. “In reality, we’ve seen a dramatic shift in the way we envision opportunity for girls and women, and the destruction of men has not happened as a result.”

F uture Challenges Title IX, which is enforced by the Department of Education’s Office for Civil Rights (OCR), has faced a perpetual backlash—mostly from men’s athletic teams that have been reduced in scope by schools that claim they are trying to comply with the law. The arguments used against Title IX today echo those from 40 years ago: it sets up quotas, it harms men, it’s reverse discrimination. “There is this idea that Title IX was passed 40 years ago and—ta-da! Here we are!” says Hogshead-Makar, who in 2007 co-authored Equal Play: Title IX and Social Change. In truth, she

fal l 2012 31 “So many myths arose in the ’70s about what would happen to boys and men as a result of Title IX—but those things never panned facing Title IX’s future is something far more fundamental: the lack of proper oversight and enforcement necessary out. In reality, we’ve to make sure schools follow the rules. The law requires every school in the country to name a Title IX coordinator. seen a dramatic shift Yet the job is frequently given to staff members who lack either the training in the way we envision or the authority to adequately enforce the regulations. Students can face huge hurdles when opportunity for girls proving Title IX complaints. For example, a child who is sexually harassed by a teacher must meet a higher standard and women, and the of proof than an adult making a similar claim against an employer. destruction of men When complaints are filed, advocates worry OCR investigators too often complete “desk audits” and don’t visit has not happened as schools in person before determining compliance. Schools can lose federal funding for violating Title IX but, in a result.” reality, that has never happened. And there is little financial incentive to comply with the law. Monetary dam- says, it has been a slog to reach today’s sports, such as football and basketball. ages are not awarded in successful Title improved atmosphere, and the efforts And in 2006, Title IX regulations IX challenges, so it can be cost-effective to weaken the law—or blame it for were relaxed to allow greater latitude for schools not to comply. unpopular moves—have never stopped. for single-sex educational institu- “We see schools that still don’t have For example, in 2011, the University tions. According to Susan Klein, edu- non-discrimination policies, still don’t of Delaware men’s track team filed a cation equity director for the Feminist have grievance procedures—or if they discrimination complaint with the Majority Foundation, the move was a do, no one knows how to do it,” says OC R after the school, claiming Title IX “step backward” that merely serves to Galles. “We’re not going to get there compliance, reduced the track program “reinforce stereotypes of what boys and until there are consequences for schools to club status. Critics have accused the girls supposedly are used to.” that don’t take the law seriously.” university of simply cutting minor The threat of court challenges and sports like men’s track in the name legislative setbacks isn’t likely to go away I mportance of Education of Title IX to focus on more popular any time soon. But the biggest challenge In 2052, when Title IX turns 80, Galles

32 Teaching Tolerance PROTECTIONS UNDER TITLE IX By Darlene Koenig

Most people know that Title IX prevents discrimination toward girls and women in athletic programs that receive federal funds. But it also ensures gender equity in the following areas:

Access to Higher Education—Before Title IX, many colleges and universities refused to admit women. Those schools now must provide equal consideration to both sexes in admissions and financial aid. thinks the headlines might read, “Have Career and Technical Education—Title IX states that schools must treat male We Made It? Are We Finally At Equity?” and female students equally in offering career and vocational education classes. Today, she says, “we’re somewhere Career and guidance counselors cannot discourage either sex from pursuing a in between.” career based on outdated ideas about what might be suitable. During the next 40 years, Title IX’s two greatest allies may turn out Pregnancy and Parenting—Under the law, pregnant students cannot be barred to be educators who care and an from classes or school-sponsored activities. Although schools can set up separate engaged electorate. programs designed specifically for pregnant and parenting students, they must be Teachers are well-positioned to voluntary and offer opportunities equal to those in the regular school program. ensure their schools uphold the promise of Title IX—not only are they bet- Employment—Teachers and administrators at the primary, secondary and col- ter equipped than students to compare lege levels are protected against sex discrimination in hiring, promotion and sal- school procedures against the law’s ary considerations. requirements, but the law also protects teachers from retaliation if they Learning Environment—The law mandates that, in most cases, the learning speak up. environment be accessible and supportive to both sexes. Single-sex programs must “Teachers have to be willing to stand follow specific guidelines that do not provide unequal educational opportunities or up and help these kids,” says Galles. perpetuate stereotypes about the interests or abilities of either sex. “You can make sure your school is doing what it’s supposed to be doing, Math and Science—According to the law, girls and women must be allowed and and you can make sure your students encouraged to take upper-level math and science courses that can lead to high- understand their rights.” skilled, higher-paying careers. It’s important that the public recog- nizes those rights, too. “It’s just a stat- Sexual Harassment—Students are protected against sexual harassment ute,” reminds Hogshead-Makar. “We by teachers, staff members and their fellow students through a set of griev- get one crazy Congress in there, and ance procedures. it’s gone. Unless the public understands what Title IX has done for us, it could Standardized Testing—Scores on standardized tests often are affected by the be over.” types of questions that are asked. Title IX requires that tests be designed and used Hogshead-Makar likes to think in a way that is free of gender bias. that in 40 years the challenges to Title IX may seem as quaint as a boys-only Technology—The law requires equal access to computers and other technology shop class. for both genders. “It would be great if, as a society, it was taken as a given that of course we would In addition, each school is required to have a trained Title IX Coordinator to treat boys and girls, men and women, enforce all aspects of the law. equitably,” she says. “And that the law would be somewhat irrelevant.”

fal l 2012 33 W E ROSEN H KIM T A TRATON BY US M ILL ud G Ro N a I y P T B ul EE M Students with hidden disabilities can be a handful. Fellow students dislike them. Teachers are wary. But these students need not be lost in the shuffle or ostracized. Educators, parents and the students themselves can—working together— change the attitudes and behaviors causing so much trouble.

The two teachers who asked for my help didn’t mince words. They said that students were calling Mathew, the new 7th grader, “weird” and “obnoxious,” even “disgusting.” When pressed for details, they explained that he walked down the hall- USTRATON BY KIM ROSEN ways with books piled high on his head. They said he picked his d ILL nose constantly, sometimes using both hands. ou Other kids had already begun to isolate this new student. The Paul R boy also said things to students that seemed mean. To a student By who had answered a question incorrectly, he yelled out, “Geez, you really are ignorant.” To a heavy student he asked, “Exactly how much do you weigh?” Normally understanding teachers were losing their patience. Even if you’ve never had a student like Mathew, you probably know what it’s like to have a pupil who tests your tolerance. And the student who evokes a strong negative reaction in you is

fal l 2012 35 likely stirring similar feelings in class- demonstrate great compassion to a I f You Think that mates. Mathew’s situation demanded child who is blind, in a wheelchair or a Student Could action. After getting support from the has cancer. Their reactions are most principal, Mathew’s parents and most likely to be insensitive and even brutal Benefit from a importantly Mathew, I decided to con- when the disability (such as depression Disclosure Meeting ... duct a “disclosure meeting.” Mathew’s or anxiety, obsessive-compulsive disor- classmates would be informed that he der, bipolar, Tourette’s or Asperger’s) is Speak with a professional at your was coping with Asperger’s syndrome. hidden and misunderstood. school who is trained in the psycho- Asperger’s syndrome is a hidden dis- logical well being of students. Lone ability. Physically, individuals appear The Disclosure Meeting teachers should not conduct dis- perfectly normal. Their cognitive intel- All of the adults present—Mathew’s closure meetings. There is the risk ligence is average or higher. Yet they parents, four teachers, the adjustment of traumatizing the student you are have great difficulty interpreting every- counselor and principal—were aligned trying to help if he or she comes day social cues such as facial expres- in our purpose: Elicit an empathic under attack by other students dur- sions or body language. As a result, response from the students. We felt ing the meeting or if more personal they often impinge on others. Typically, that we could do this best by focusing information is revealed than the stu- they stand too close, interrupt conver- on a few key messages: dent had agreed to disclose. sations and continue to speak whether or not anyone is interested. We Are All the Same: Before conducting a disclosure The disclosure meeting was based We All Have Challenges meeting, the only legal obligation of on the belief that we could nurture the After introducing ourselves to the class, the school may be to attain parental middle schoolers’ innate compassion I began: permission. It is unethical, however, if we could help them to connect with Oftentimes, it is easy to think that we to conduct such a meeting without Mathew’s emotional pain. As a psy- are very different from one another. That also attaining the student’s informed chologist, I have long been intrigued no one is like us. But the reality is that we consent. Informed consent means by a phenomenon that psychothera- are more similar than different. … We all that the student really understands pists experience all the time but rarely have our challenges. Some of you don’t see the essence of what will be disclosed talk about: Therapists don’t necessarily that well and need glasses. Some of you and any possible risks. Though these care about new patients who first walk have learning disabilities—it may be dif- risks are quite minimal with a skill- into their office. Yet in nearly every sit- ficult to read or do math. Some of you have fully conducted meeting, students uation, after the patient begins to talk trouble focusing or even sitting still. Many should be apprised of them. When a about his or her deep suffering, some- conditions are easy to recognize—a person student has special needs, informed thing magical happens. The therapist has an assistive listening device or is in a consent can be a sensitive and sub- quickly comes to care, and often times wheelchair. But there are other conditions tle task requiring the skills of a psy- care a great deal, for this person. And where you can’t see the person’s challenge. chological professional. it’s not because therapists have a spe- Mathew, who you all know, has cou- cial capacity for caring. Self-help and rageously chosen to share with you today A Workbook for Youth with Disabilities 12-step groups are successful for pre- that his challenge is Asperger’s syn- is an excellent source to help stu- cisely this reason. drome. (Mathew had decided to come dents decide whether to disclose But adolescents are famous for to the meeting, but sit in the back and or not. Go to our online Toolkit their self-centeredness. Were we hop- remain quiet.) I continued: for resources at tolerance.org/ ing for too much from his classmates? One effect is that Mathew doesn’t read meeting-matthew Martha Snell, a professor of education social cues as well as most of you do. For at the University of Virginia, suggests example, it is harder for him to under- that due to their stage of development, stand if someone is kidding or being sar- middle schoolers can barely help them- castic. This leaves him very vulnerable—a selves from making fun of anyone who person with Asperger’s might think some- is different. She believes that those with one is being nice when they are really disabilities are especially vulnerable. making fun of him. It also means that you, However, my own experience with all of you, as his classmates and decent adolescents (and younger children human beings, have a responsibility not as well) has shown that they tend to to take advantage of this vulnerability.

36 Teaching Tolerance Connecting with Another’s them to move on and make room for with a disability, is much more than his Emotional Pain Leads to Empathy new feelings. She also spoke of her disability. She went on: Mathew’s mother was terrific at help- son’s suffering: What really frightens me is that ing students feel what it was like to I am sure many of you don’t want to these things might scare you off, that be Mathew: think what it would be like not to have they will get in the way of seeing his ter- My son is wonderful, but believe me, I any friends. Mathew has a lot of sadness rific qualities. You’ve probably noticed also understand how difficult he can be. that some other kids don’t seem to like that Mathew, like lots of people with He interrupts; I don’t know if he is lis- him. He is confused. He doesn’t under- Asperger’s, is very smart and has an tening; he stands too close. And there are stand why no one wants to eat with him amazing memory. And it’s as though he times when he keeps talking when I just during lunch or sit with him on the bus. can’t tell a lie or even a fib. So if you want want him to keep quiet. to know the truth about something— Her openness was a gift. His classmates Disability =/ Inferior “What do you think of my new haircut? didn’t need to use their energy denying Mathew’s mother had a deep under- How’s my paper?”—he is going to tell it their own negative feelings—enabling standing of how her son, like anyone like it is. If you want someone who can

fal l 2012 37 be a genuine friend, loyal and truthful, I would like you to close your eyes and raised his hand. I held my breath. Just Mathew is your guy. begin to think about whatever embar- the week before, I had met with this rasses you the most … That thing that boy because a couple of students had Risk vs. the Payoff you can barely admit to yourself … The accused him of bullying. I feared that D espite our high hopes, we feared the thing about yourself that you hope no one he might use this meeting as a high- meeting could backfire. Would the stu- notices, ever. profile opportunity to flex his muscles dents use details of Mathew’s disability Now, if you can, imagine making the at Mathew’s expense. to open their hearts, or could it become decision to have a meeting with your “I have something I need to say,” the fodder for their jokes and derision? By classmates so that everyone can talk boy said. He then turned around to face appealing to their sense of decency, about this thing that most embarrasses Mathew. Mathew looked away. “I know the principal let students know how you. You decide to do it because you I didn’t treat you good. I was kind of wrong it would be to use this informa- believe that it will be good for your own mean. But I didn’t know you had this.” A tion against Mathew. He began: growth, good for your classmates and tear rolled down the boy’s face. Then to good for your school. Imagine the cour- the amazement of everyone, he started age you would need to have to make this to sob. Through his tears, the boy contin- decision … Now, please open your eyes. ued on, “I mean I am really, really sorry.” I’m sure that I don’t need to say how As the rest of us caught our breath cowardly it would be for someone to after this boy’s soulful expression of use the information to give him a remorse, a girl yelled out, “I really love hard time. Thank you. you, Mathew,” adding as she looked around the room for confirmation, “We S tudents Respond all love you.” The principal finished up and Then a girl who was known for her immediately a large hulking boy conscientiousness asked for clarity:

So how do you generate positive feelings for the student whose behavior distracts the whole class from your carefully planned lesson? Can you really feel compassion for the boy who makes fun of other students?

While our feelings can seem beyond our control, there are steps you can take: Helping the 1. Acknowledge your feelings. The sooner you acknowledge your negative feelings, the Unlikeable Student sooner you can let them go. If the goal is to nurture the compassion of your students, you can begin by acting compas- It is difficult to admit—even to ourselves— sionately toward yourself. This means accepting yourself— that there are students we don’t like. It’s feelings and all. embarrassing: Aren’t we supposed to have good feelings for all of our students? Ideally, 2. Remember: It’s not about you. There are reasons the truly difficult student is acting the way yes, we would like all of our students. But he is. A student’s challenging behavior—even when you are we are real people, dealing in the real world the focus—is not personal. For the student abused at home, with some very difficult students. you might be the symbol of authority that has mistreated him. The child who has become a prickly thorn in your side could be reeling from a family crisis—a raging custody battle

38 Teaching Tolerance “Let’s say that I’m working in a small helped Mathew’s classmates recognize never pick up that there was anything group with Mathew, and he goes on how lost he was in social situations. unusual about this boy. about something that doesn’t have any- Now, they were taking satisfaction in The changes to his peer commu- thing to do with the topic. Do we just helping him find his way. nity were no less profound. They had ignore him?” Mathew’s mother was If he was taking too much air time, strengthened their connection to one quick to respond, “He wants to know a peer would tell him. If Mathew was another by establishing a new social when he is turning off people. You are publicly picking his nose, a classmate norm: Acts of compassion were viewed doing him a favor when you tell him.” would let him know that he should as a sign of strength and character. stop. But now the students’ intention By embracing this quirky student, The Impact Over Time was to help rather than harass him. his classmates could all experience the In the following weeks, I was in fre- This enabled Mathew to stay open and safety of knowing that their environ- quent contact with Mathew and his consider whether he wanted to change ment was less judgmental and more teachers. There were some obvious pos- his behavior. accepting. His classmates seemed itive changes. He no longer ate alone in Mathew made extraordinary changes happier—bonded by the responsibil- the cafeteria. There were no reports of in only a year. The student feedback was ity and freed by the safety that is cre- exasperated teachers or kids making far more powerful and effective than any ated whenever people decide to take fun of him. His mother reported that possible adult intervention. The speech care of one another. he was developing a friendship with therapist who was charged with a classmate. helping him learn how to behave A year after the disclosure meet- in social situations recently said Toolkit ing, I met with Mathew and some of there was no longer a need for Learn how to prepare yourself and your his teachers. Students always seem her services. Although a diagno- students for a disability disclosure. eager to guide a lost classmate in the sis of Asperger’s doesn’t simply visit>>tolerance.org/disability-disclosure right direction. The disclosure meeting go away, a casual observer would

can leave a child without any solid ground under his feet. The they are able to accept this gift, it can make a real difference in anger spewing from your pupil might be the result of a parent your life and theirs. getting fired and the financial meltdown that follows.S tudents’ stress is often compounded by directives from parents not to 5. Consider the context of their lives. say a word to anyone. As a committed teacher, you want your pupils to learn your subject. But sometimes mastery of a subject must be secondary. There could be a hidden physiological or psychological When a young person is alienating the most important people in explanation: A general anxiety disorder can make it impossible her life, she is struggling with the very meaning of life. Her most for anyone, even a conscientious student, to stay seated and basic need, like all of us, is to feel respected and loved. If you can attentive. The adolescent’s explosive outbursts that wreak offer this to a student who feels neither, you have fulfilled your havoc in your classroom may be the result of an emerging responsibility as a teacher—and as a human being. mental illness. 6. Be vigilant with these students. 3. Lean into your aversion. No matter how small the improvement, let them know you Try to make meaningful contact with the difficult student. notice and that you respect their efforts. Instead of sending her to the office, ask to speak after class. For these students, going to the office is business as usual, a 7. Appreciate the multiplier effect conversation with a caring teacher is not. of your kindness. You set the tone for your class. Students are much more 4. Listen. likely to treat each other with respect and tolerance when Students will often share their personal stories if you can listen the teacher is kind to all students—even those who are the without judgment. Listening is a gift to difficult students. When most challenging.

fal l 2012 39 Struggling in Suburbia Many suburban schools are facing what for them is a new problem—poverty.

By David McKay Wilson

In Denver’s western suburbs, a social was homeless. The girl had already spent studies teacher thought up a novel many nights in her parents’ car. approach to teaching her students the “These days in suburbia, you never unsettling realities of urban home- know who you will have in your class,” lessness. She assigned them the task of says Sheree Conyers, homeless liaison sleeping overnight in the backseat of for the Jeffco Public Schools of Jefferson the family car. County, Colorado. “These are hard times. But the assignment held a surprise So many of our families are in transition.” in store for the teacher—one that pro- A decade ago, the Jeffco Schools vides a glimpse into the reality of 21st- had just 59 homeless students in a dis- century poverty in America. The teacher trict that serves about 86,000 students. did not realize that one of her students By 2012, there were close to 3,000,

40 Teaching Tolerance representing 3 percent of the district enrollments. At Parr Elementary School, 28 percent of the students were homeless, according to a 2012 report. The increasing poverty in Jefferson County, where close to one in three students qualifies for free and reduced price lunch, reflects the explosion of poverty in suburbs nationwide. Throughout the 2000s, the suburbs were home to the largest and fastest-growing poor population in the nation, according to a 2011 analysis of U.S. Census data by the Brookings Institution. From 2000 to 2010, the report also says, poverty grew by 53 percent in the nation’s suburbs. This rapid change has left many educators behind. They are still teaching as if the suburbs have remained immune from the poverty that has long trou- bled urban areas, says M.J. Lechner, a University of Colorado-Denver professor who oversees seven student teachers at Parr. “Some teachers have been responsive [to the changes],” she says, “while others are still struggling to give up the notion that all kids are the same as they were 10 years ago.”

A Poorly Defined Problem The explosion in suburban poverty is part of a larger, more disturbing trend. Childhood poverty nationwide is at its highest point since 1993, with 16.5 mil- Without the safety net of social ser- where do people in poverty live? lion, or 22 percent of children ages 18 and vices that city governments provide for under living in poor families, according to the urban poor, suburban schools have suburbs 15.4 (33%) the 2010 U.S. Census. Race is still a factor. had to scramble to set up programs that F or African-American children, the pov- address basic needs, such as adequate cities 12.7 (28%) erty rate was 38 percent; for Latino chil- food and clothing, for their students small cities & rural 18 (39%) dren, it was 32 percent. from low-income families. 20 million

C Being classified as “poor” means The Jeffco district has established orbis that a family of four earns no more than school-based food banks and an emer- ( aerial $22,314. However, the National Center gency fund for health needs, such as for Children in Poverty at Columbia eyeglasses or medication. It also has ); jason University estimates that families typ- held clothing drives at schools with At Parr, school officials have even

keen ically need twice that income to cover large homeless populations. Schools altered the curriculum to accommo- their basic needs. That looser definition feed students free or low-cost meals date homeless students. But some ( fence puts 44 percent of American children during the week, but not on the week- teachers have not adjusted to the new , night in low-income families. ends. So 13 Jeffco schools have part- reality. “If a student has neither the The growth in suburban poverty nered with community sponsors and place nor the tools with which to com- scene has had a major impact on subur- local food banks to provide food for plete tasks sent home, they are often

) ban schools, like those near Denver. the weekends. reprimanded or punished by missing

fal l 2012 41 recess,” Lechner says. “This makes our immigration patterns have brought underclass is that poverty is a cultural homeless population feel even more immigrants directly to the suburbs as phenomenon that gets passed down singled out and ostracized.” well, unlike previous waves of newcom- from generation to generation. But the ers who first settled in urban areas. In new suburban poverty, at least in part, Who Are the New Suburban Poor? addition, Allard says, these outer-ring comprises families descended from the According to Scott Allard, an associate suburbs were hit hard by the recession, middle class who find themselves sud- professor at the University of Chicago, and by the subprime mortgage bust, denly poor. the new suburban poor are a mix of old which has led to foreclosure on more and new poverty. In more mature cities, than 6 million homes. How Educators Can Help like Chicago and New York, poverty has “It’s not unusual for immigrants Teachers can help low-income students grown up around the inner-ring suburbs, now to go straight to the suburbs and simply by knowing all their students where urban families have migrated from become part of the working poor,” says better. A teacher who’s aware that a stu- rundown city neighborhoods and the Allard. “The changes in the suburbs dent is sleeping in a car—or just strug- recession has deepened financial need. have been significant.” gling to stay in her house—will be more Many such communities experienced This means that the face of suburban sensitive about approaching topics like a spike in poverty during the economic poverty can be diverse. Impoverished homelessness. Teachers can also help downturn of the late 1980s. immigrants may lack both language skills by confronting biased attitudes against The new suburban poverty, says and job prospects. In addition, some who low-income neighbors. Jokes about Allard, has developed in the outer-ring were once members of the suburban “rednecks,” “white trash” or dressing suburbs, which underwent tremendous middle class have lost their jobs and their “ghetto” should be addressed as they growth in the 1990s and 2000s. New homes. A traditional view of America’s come up in classrooms and hallways.

Cmbo ating the “Culture of Poverty” Educators grappling with the new poverty in the suburbs often turn to popular writers such as Charles Murray and Ruby Payne. They will find themselves misled.

According to The New York Times, “The libertarian writer Low-income children run into problems, says Payne, Charles Murray has probably done more than any other con- because their schools are run on the hidden rules of the middle temporary thinker to keep alive the idea of a ‘culture of pov- class. These rules hold that work and achievement are the driv- erty,’ the theory that poor people are trapped by distorted ing forces for decision-making, that fights are conducted with norms and aspirations and not merely material deprivation.” words rather than fists, the world is defined in national terms, Murray reinforced that idea in his 2012 book, Coming Apart: and food is valued for its quality rather than quantity. The State of White America, 1960-2010. One of his long-held Paul Gorski, an assistant professor of integrated studies at beliefs is that social programs make the problems of poverty George Mason University, says that Payne’s approach—consid- worse, not better. But Murray’s libertarian beliefs leave him lit- ered a “deficit” model because it focuses on what low-income tle room to do more than call for less government. “I don’t do children lack—doesn’t hold up. The increasing diversity of the solutions very well,” he says. poor in the suburbs, he says, makes such an approach even Payne, an educational consultant, has had a more direct harder to justify. “The suburban poor are diverse, and becom- impact on schools. Her work is rooted in a long-held view that ing even more diverse, so the stereotypical version of the poor, much of American poverty is generational, with children grow- urban person just doesn’t work anymore.” ing up in families that have been mired in the underclass for Gorski says that educators need to move away from a focus two or more generations. Although her outlook is popular, crit- on the “culture of poverty.” Instead, they should look at more ics argue that her characterizations are overly simplistic, even structural issues, such as the lack of resources in some schools bigoted, and harm relations between teachers and students. that teach the poorest children. Today, that includes subur- According to Payne, children whose families have been ban schools struggling to address the needs of a new wave of poor for generations tend to value relationships over achieve- impoverished children. ment, believe in physical fighting to resolve conflicts, view the “We talk about education being the great equalizer, yet our world through a strictly local lens and value food for its quan- poorest students are in the least equipped schools,” he says. tity rather than quality. “We don’t need to fix poor people. We need to fix the system.”

42 Teaching Tolerance Suburban Poverty Index

5 million one third 2.7 million number of suburban portion of the the number by families added to nation’s poor who which suburban poverty rolls since 2000 live in suburbs families outnumber urban families living in poverty

Help with fees. Students who are suddenly impoverished usually avoid field trips and extracurricular activities that require fees. In some cases, they’ll even misbehave right before a big event to be prohibited from going. Make sure teachers are on the lookout for this behavior, and make sure the school has a response. For example, see if the PTA can create a fund to keep these students from being marginalized. Find out what’s needed. Ask parents what’s needed to help their children stay in school. Perhaps they need the library open late a few nights a week to have a place to go after school. Perhaps students need more com- puter access to complete assignments. Perhaps they need help with meals or transportation. But much of the most important students—stress the school or district Provide services. After the problems work needs to take place at the admin- can ease in part by helping the parents have been identified, advocate for ways istrative level. Here are some tips for understand their rights. to address them. school administrators who might be Work around the car culture. Conyers, Jeffco’s homeless liaison, seeing widespread poverty at school Gasoline and car maintenance can be says one of the simplest things educa- for the first time: huge expenses. Don’t assume that par- tors and support staff can do is to simply Watch for changes of address. ents can always shuttle their kids to and remain alert. A student’s sudden poverty Families facing sudden poverty may from school activities. is likely to show up in increased absences, move a lot. In many cases, the parents Become familiar with the McKinney- exhaustion, mood changes, change in per-

C are understandably afraid their children Vento Act. This federal law guarantees formance and an unkempt appearance. orbis will be forced out of a desirable school the rights of children and youth expe- Also, educators should understand ( aerial or district. This puts great stress on the riencing homelessness to a free and that the families of these students now appropriate public edu- face the daunting task of navigating the ); jason cation. It requires a local labyrinthine social-service network—

Toolkit homeless education liai- a disorienting and often embarrass- keen What assumptions do you hold about stu- son in every school dis- ing task. “These former middle-class ( satellite dents and poverty in your area? Evaluate trict. It also ensures enroll- families don’t know how to apply for your district’s response to the problem. ment, access to services, food stamps, they don’t know where to dish visit>> tolerance.org/make-a-plan school stability and aca- begin,” Conyers says. “There needs to

) demic support. be more hand-holding.”

fal l 2012 43 Don’t sugarcoat history in teaching the civil rights movement. Students deserve the full NCE UPON A TIME truth about both the racial bias that caused it and our hesitant steps toward freedom. IN AMERICA By Alice pettway ILLUSTRATON BY david vogin

44 Teaching Tolerance Teah c ing the Movement

E vERYONE loves fairy tales—the easily identifiable villain, the flawless hero and, of course, the happily ever after. So it’s not surprising that teachers of the civil rights movement often skip the more confusing or distasteful aspects of that era, such as the dissension among black leaders and the racism that was widespread then, even among moderate white Southerners. Fairy tales have a place in our culture, but when history’s thorns are pruned until our past becomes just another story, we are doing a disservice to both our students and ourselves. NCE UPON A TIME This school year we will mark the 50th anniversaries of many pivotal events in the civil rights movement. It would be easy to teach the familiar heroes and villains, but 1963 was messier than that. That year was a turning point in the movement—a period when civil rights leaders overcame differing viewpoints to conclude that small successes were no longer enough. If equal rights were to be IN AMERICA attained, hard decisions had to be made—and acted upon. The cast of 1963 includes the figures students already expect to see on the stage: Martin Luther King Jr., President John F. Kennedy and T. Eugene (Bull) Connor, the public safety commissioner in Birmingham, Ala. But there were many others. What of Fred Shuttlesworth? Medgar Evers? Bayard Rustin? A. Philip Randolph?

fal l 2012 45 T eACHING the Movement

When you plan your curriculum Ma y 2 James Bevel Calls for a this school year, invite these and other Children’s Crusade lesser-known figures into your class- Perhaps the most extreme action a room. Students will engage more fully society can take is to purposefully put with the civil rights movement when it its children at risk. This is what one of is presented in all its complexity. K ing’s aides, James Bevel, proposed: a children’s march that would pit young JYANUAR Time for New Tactics students trained in nonviolent protest By the end of 1962, the stress of con- against Bull Connor’s Birmingham ducting small, simultaneous actions police force. across the South had taken its toll on A PRIL 3 Fred Shuttlesworth Invites civil rights workers. Resources, both Martin Luther King Jr. to Birmingham human and financial, were depleted, F red Shuttlesworth and other civil and there hadn’t been a major victory rights leaders made the strategic deci- since the Montgomery Bus Boycott of sion to consolidate their efforts in Birmingham, the most segregated city in the South. Shuttlesworth invited King to come from Atlanta and join them. Activists in Birmingham conducted daily mass demonstrations against white business owners and city officials who continued to enforce seg- The march began on May 2. Police regation. Many protesters, including confronted the young protesters, who King, were jailed. were assaulted with fire hoses, attack King’s Letter From Birmingham dogs and tear gas. Steve Klein, commu- Jail, written on April 16, 1963, will be nications director of the King Center, marked on every civil rights anniver- says that Connor “filled the jails with sary calendar this school year. But children.” Televised images of this bru- 1955-56. But when newly elected Gov. unless students read it in context, they tality sparked international outrage. George Wallace of Alabama declared will not see it for what it was—won’t Shocked by the violence, President “segregation now, segregation tomor- understand why King and others had K ennedy called for King to end the row, segregation forever” in January come to believe that small, isolated vic- march. King agreed, but Bevel refused 1963, it was clear to civil rights leaders tories would no longer suffice. The time and pushed forward. Bevel’s tactics that a change in strategy was needed. for extreme action was at hand. worked. In June, Kennedy proposed

10 Alabama ay King writes his Civil Rights Bill 3 – M 16 desegregationersity of of vers murdered 2-4 11 niv 12 pril pril ay U A the Birmingham CampaignA Letter From Birmingham JailM the Children’s Crusade maythe JuneMedgar E Juneintroduced 19 in Congress

1 Teaching Tolerance 63 46 a comprehensive civil rights bill in order to avoid more brutality against the young protesters.

Ma1 y 1 Vivian Malone and James Hood Enter the Schoolhouse Door Every student knows that the schoolhouse door can loom large on the first day of classes. Imagine then, the fears facing Vivian Malone and James Hood as they sat in a car listening to Gov. Wallace’s threats to block them from entering the University of Alabama. Imagine the moment of decision when they stepped from the car to be escorted past Wallace at the doorway of the university’s Foster Auditorium. The students’ escorts were National Guard soldiers—the same soldiers who had stopped them from enter- Music in the Movement ing the campus just hours before. Despite these obstacles, both stu- When asked about the music of the movement, most people think of “We Shall Overcome.” But there were many other songs, such as “I’ve Been ’Buked, and I’ve Been Scorned,” performed by Mahalia Jackson during the March on Washington. Songs like this one gave voice to a passion that many in the South felt was not safe to express any other way.

I’VE BEEN ’BUKED AND I’VE BEEN SCORNED I’ve been ’buked an’ I’ve been scorned, children I’ve been ’buked an’ I’ve been scorned I’ve been talked about, sho’s you’re born

Dere is trouble all over dis world Children, dere is trouble all over dis world

dents showed a great deal of courage Ain’t gwine to lay my ’ligion down as they walked in and paid their student fees. “I didn’t feel I should sneak Children, ain’t gwine to lay my ’ligion down in,” Malone said years later. “I didn’t feel I should go around the back door. If [Wallace] were standing in the door, I Discussion had every right in the world to face him Gospel music, and religion in general, played a key role in the civil rights and to go to school.” movement. How do the lyrics of this traditional gospel song sung by Jackson at the march relate to the challenges faced by civil rights activists?

the 16th 10 15 22 er er vers murdered Civil Rights Bill 28 b ber b 19 ugus eet Baptist Church bombedovem JuneMedgar 12 E Juneintroduced in Congress At the March on WashingtonSeptemBirminghamintegrated schools SeptemStr N Presidentassassinated Kennedy

fal l 2012 47 T eACHING the Movement

π fact π U.S. armed forces. President Franklin D. Television Moves Roosevelt issued the Fair Employment the Nation Act to appease them and, as a result, the idea was shelved. The Birmingham campaign caught the More than 20 years later, Rustin attention of more white Americans and Randolph’s plan for a march on and non-Southerners than any cam- Washington was revived. Civil rights paign before it. Television view- leaders chose Rustin to be the chief ers worldwide were outraged by Bull detail man for organizing the march Connor’s brutal use of fire hoses and despite their fears that his homosex- Ju ne 12 Medgar Evers Killed attack dogs against students. uality and political inclinations would by a White Supremacist be played up in the press by enemies of The civil rights movement did not the movement. Those fears prompted spontaneously arise, full-blown. the organizations involved to publicly Activists had planned and nurtured it ignore his contributions. for a long time in their communities. the movement. Community organiz- Rustin remained undaunted, throw- Medgar Evers, for one, began tending ers acknowledged the danger, but con- ing himself into his task. “The mood is the movement in Mound Bayou, Miss., tinued to build the movement at the one of anger and confidence of total vic- as president of the Regional Council local level. In so doing, they ultimately tory,” Rustin wrote. “One can only hope of Negro Leadership (RCNL). He later overcame this violent opposition. Their that the white community will realize became the first field secretary for the individual courage made universal that the black community means what NAACP. change possible. it says: freedom now.” A week after the Bit by bit, Evers cultivated commu- march, Life magazine featured Rustin nity resistance against inequity. He and Randolph on its cover as the orga- made bumper stickers, led protests and nizers of the March on Washington. investigated vigilante violence, such as None of these now-legendary events the murder of Emmett Till. ended racial discrimination for good. As Evers’ accomplishments grew, so “Happily ever after” isn’t for his- did the determination of white suprem- tory books. What we can say, though, acists to stop him. On the night of June is that the individuals behind these 12, a member of the White Citizens’ events made choices—incredibly diffi- Council shot Evers in the back as he cult choices—and the ones they made walked from his car to his home. The advanced the cause of civil rights in murder took place just hours after crucial ways. President Kennedy had given a pow- We still fight segregation. We still erful speech supporting civil rights. A8 ugust 2 Rustin and Randolph struggle against racial discrimination. Evers’ death was but one violent Realize Their March on Washington But we have made progress; we even act among many committed by segre- Civil rights leaders had faced racial big- have an African-American president. gationists who were set on stopping otry all their lives. But they had not nec- When we teach our students the civil essarily been subject to other types of rights movement in all its gritty detail, intolerance, and intolerance can be we show them that they don’t have to be harder to recognize when you’re not Prince Charming to slay the dragon. We the target. Perhaps this accounts for help them see that ordinary people can Discussion some of their resistance to the activism create extraordinary change. Why do images, particularly film, often of Bayard Rustin—an openly have the power to move people to action? gay former member of the Communist Party. TV viewers in 1963 were repulsed and Toolkit Download the text of Martin Luther King Jr.’s angered by images of protesters being In 1941, Rustin and A. Philip R andolph (an atheist and “Letter from Birmingham Jail,” review lessons sprayed with water hoses and attacked by with video footage from 1963, and access ideas dogs. Do you think their reactions would socialist) conceived the idea for teaching about the civil rights movement. have been less intense if the victims of of a march on Washington to visit>>tolerance.org/the-year-1963 police violence had not been children? protest discrimination in the

48 Teaching Tolerance Making Invisible Histories Visible This innovative program helps at-risk students stay in school and builds community, both in school and out.

By Ana Maria Hanssen PHOTOGRAPHY By ROBERT ERVIN

Hannah Paredes, 14, never thought that she’d fall in love with history by clean- ing a grave. She didn’t know much about Vietnam War heroes either, and the name Milton A. Ross was meaningless. But it all came alive when she participated in the Omaha Public Schools’ “Making Invisible Histories Visible” program, or MIHV. Omaha’s schools have a low failure rate among 8th graders but a high one among high school freshmen. MIHV was created to help at-risk students “adjust to the increased demands of high school,” says Emily Brush, the project’s coordinator. Hannah is one of the 9th graders who have taken part in this seven-day camp held every summer since 2010. By working alongside teachers and mentors, the program’s 44 students bring history to life by discovering the hidden stories of North Omaha’s African-American neighborhood. Students spend time there talking with people. They also work with archival material and collect oral histories. Their goal is to piece together the community’s often invisible history. powerful teaching moment that the students will Hannah Paredes at the cemetery where Milton Harris Payne, director of MIHV and super- not likely forget.” Ross is buried. visor of social studies for Omaha schools, says that one of the goals of the project is to create A Neglected Hero a powerful connection between the students During her research, Hannah learned that Milton A. and the subjects they are studying. The philos- Ross was a decorated African-American soldier who ophy is “get the students outside and have them died in Vietnam. Hannah and her teammates also experience the world,” Payne says. “That’s a very discovered that this war hero’s grave was overgrown

fal l 2012 49 π quiz π and untended, a situation ability to research using and how they will be measured, capi- that they rectified with Local history is my community as a tool tal and human resources, and what the some garden tools and t nearby for learning.” end product will look like. “Our staff flowers. “MIHV made t personal The students created consists of teachers, graduate stu- history come alive—it’s t not in your a digital archive of their dents, historians, a project director no longer just a boring textbook work (ops.org/invisible- and an administrator,” he says. “Each textbook,” she says. “And t all of the above history) that is broken has a specific role to plan and each has a it was kind of a wake-up into 16 wide-ranging top- unique contribution to the project.” call for me to do better in school.” ics including civil rights, music, sports, The biggest challenge is getting peo- Having at-risk students experience work and church. Part of the idea behind ple in the community and the school history first-hand is the key to increasing MIHV was to close a gap in local African- to buy into the vision of a project that motivation and the reason for creating American history, says Payne. “We live in gets beyond the superficial aspects of the program. Students involved achieved a multicultural country, and we wanted history. “We use the example of post- a statistically significant improvement in the kids to see themselves in what cards as a tool to communicate what we their knowledge of history and their abil- they learn.” are trying to do,” Brush says. “You see postcards in every city, but how often do they truly reflect the racial and eth- Emily Brush and nic makeup of that city?” Rudy Smith, who Teachers who participated in MIHV Emily says is a revered say that it helped students—and them- photojournalist and steering committee selves—discover new ways to relate to member for the their community and their history, going MIHV project. beyond what’s normally taught, such as Martin Luther King Jr. and Malcolm X. “The biggest thing I got out of the project was an appreciation for revealing histories that haven’t been tradition- ally taught,” says Nicholas Wennstedt, a history teacher at Bryan High School in Bellevue, Neb. “I’ve carried this lesson over into all the classes I teach.” Teachers also say that there’s no mis- taking the boost in academic enthusi- asm seen among students in the pro- ity to use online technologies. The pro- Brush emphasizes how MIHV ani- gram. Mckenzie says that she is already gram also gave teachers a better grasp mated North Omaha, a neighborhood ahead of her U.S. history class. Ronnie has about how to teach African-American that has been stigmatized for being pre- found that he’s way ahead on his research history. “I used to hate school,” Hannah dominantly African-American. News skills and knowledge of multimedia tools. says, “and after participating in the pro- reports about the area often focus on Hannah says that she’s getting straight gram, I love it.” negative aspects such as crime or poverty. A’s. She adds, “That knowledge I got Other students who took part in “MIHV brought a new, positive light to from the program made me want to be MIHV agreed. Mckenzie Clayton, [the community] through the student’s an archeologist when I grow up.” 14, worked on a story about Omaha’s dedication to tell the untold,” says Brush. That is what MIHV does, says Payne. African-American newspapers. She says “We use the past to get students to that the program improved her writing, S preading the Success dream about the future.” research and critical-thinking skills as Other school districts that want well as her social skills. She also learned to emulate this program need to a great deal about her own personal his- work closely with the commu- Toolkit tory by doing practice interviews with nity beforehand, discussing the Let your students discover the family members. Ronnie Turner, 16, now vision of the project. Payne says “hidden” stories in your own community. Find instructions for conducting oral a junior at Burke High School in Omaha, that it’s important to develop an history interviews online. says, “The program really affected my action plan that includes goals visit>> tolerance.org/oral-history-handout

50 Teaching Tolerance therapy of lies ‘Conversion therapy’ poses as a medical treatment—but it’s really a type of bullying. Know what it is and how to help when LGBT students are told to ‘pray away the gay.’

By sean price illustration by KEITH NEGLEY

At age 14, John Johnson (not his real name) came out to his parents after one of several suicide attempts. His father, a conservative Roman Catholic from a military background, was especially upset to find out that his son was gay. He cornered John in their Houston home and beat him, breaking his leg and sending him to the hospital. John ran away to stay with friends. His mother found him and convinced him to return home. However, his parents insisted that he begin conversion therapy. Conversion therapy comes in many forms, ranging from informal chats with counselors to aggressive physical coercion, but all are based on the belief that a gay male or a lesbian can be changed “back” to heterosexual behavior. It isn’t just alarmed parents who turn to this therapy. Many LGBT individuals seek out such treatment in an effort to leave behind the social stigma of homosexuality. Supporters of conversion therapy frequently try to get their message into classrooms (see Conversion Therapy in Schools, p. 52). Thus, it’s important that educators know more about

Not Just for Christians Many people attribute conversion therapy efforts solely to conservative Christians. It’s true that most counselors and “ex- gay” spokespersons are evangelical, born- again Christians. However, secular, Jewish, Catholic, Mormon and Muslim conversion therapy programs exist as well.

fal l 2012 51 them and their cause. Wayne Besen Medical Association (AMA). Dr. Jack Conversion of Truth Wins Out, a group that com- Drescher, a New York psychiatrist who bats anti-LGBT extremism, points out has written extensively about the con- Therapy that educators are among those most version therapy movement, says that likely to deal intimately with teenagers most of its practitioners are religious in Schools like John who are going through con- counselors. Many of them are unli- version therapy. “As long as people are censed and all base their treatment on Supporters of conversion therapy like made to feel ashamed for who they are, theories that are scientifically unsound. to present their programs to schools these groups will exist,” Besen says. Drescher says that there is a popular as a kind of antibullying measure. belief, for example, that parents cause PFOX President Greg Quinlan says G oing Straight children to be homosexual. that his group’s flyers urge “toler- Conversion therapy goes by many As part of the treatment, conversion ance for all”—especially ex-gays. He names, including ex-gay therapy, repar- therapists also bombard patients with also says that “PFOX has distributed ative therapy and reorientation ther- anti-gay and anti-lesbian stereotypes— informative flyers in some of the larg- apy. Whatever it’s called, the treatment that homosexuality is a grim, dead-end est school districts in the country.” is based on the belief that homosexu- lifestyle; gay men are doomed to die of als are actually heterosexuals in denial. AIDS; lesbians just need to get in touch Last February, a high school in Most advocates of conversion therapy with their feminine side; all homosexu- Montgomery County, Md., became the believe that gay men and lesbians have ality leads to unhappiness and despair, target of a PFOX leafleting campaign. psychological issues, and that if those Drescher says. “It’s like a concentrated PFOX took advantage of the district’s issues are addressed properly in ther- burst of homophobia.” policy allowing nonprofit groups to apy a straight life is possible. “‘Gay’ is a send flyers home with students. Many self-chosen identity,” says the website What Hell Looks Like students and parents were outraged of Parents and Friends of Ex-Gays and F or John, conversion therapy began at by flyers saying, among other things, Gays, or PFOX. about age 14 and did not let up until he that people can choose to be hetero- But conversion therapy has no was 20. At first, the sessions were help- sexual. “If only one part of you has gay grounding in mainstream medicine. It ful in some respects. He was a trou- feelings, should your whole life be gay is a pseudoscience—junk science. That’s bled young man with a drug problem identified?” the flyer asked. why it has been condemned by such in addition to dealing with his family’s groups as the American Psychological contempt for his sexual identity. John’s School administrators might be Association (APA) and the American first conversion-therapy counselor tempted to ban distribution of these types of flyers, but such efforts can often backfire by giving ex-gay groups and conversion therapists an excuse to claim that their free Talking Points speech rights have been violated. H ere are three common arguments made by supporters of conversion therapy and some That’s why the Southern Poverty ways to refute them. Law Center urges educators, parents and community members to counter We have testimonials from “ex-gays” that conversion therapy works. Anecdotes the false propaganda with the most are not evidence. There are plenty of “ex-gays” who have renounced their conversions. powerful tool at their disposal: facts.

You’re just biased against ex-gays. It’s neither wise nor even possible to turn a gay per- In the Montgomery County schools son straight. Conversion therapy is not based on science, and there is no statistical track case, Superintendent Joshua Starr record that it works. Medical professionals have warned that it can cause depression. wasted no time in calling the flyers “reprehensible and deplor- Science doesn’t know what causes sexuality. This is true, but it has no bearing able.” Local groups partnered with on whether it’s healthy to expose a teenager to conversion therapy. As the American Teaching Tolerance to put out a Academy of Pediatrics states, “Therapy directed at specifically changing sexual orien- flyer explaining the disturbing truth tation is contraindicated, since it can provoke guilt and anxiety while having little or no about conversion therapy and offer- potential for achieving changes in orientation.” ing resources to educators looking to offer an inclusive environment for all students—straight and LGBT alike.

52 Teaching Tolerance “As long as people are made to allowed him to write freely on LGBT topics, something that helped boost his feel ashamed for who they are, confidence. He agrees with John that just lending an ear to a student who’s these groups will exist.” in conversion therapy might save a life. Having a strong LGBT community at school helps a lot too. However, most schools aren’t there yet. “I just went back to my school a couple weeks ago during spring break and encouraged them to put up Safe Zone signs,” listened to him and helped him work usual teenage frustrations. “I think Charles says. “If anyone had been will- through some of those issues. the biggest thing that a teacher can ing to display that sign [when I was in However, that counselor’s work did do is just to be there for the student,” school,] it would have given me a little not change John’s sexual identity as his he says, “for them to say, ‘If there’s more courage to go and talk about it.” parents wished, so they found another ever something I can do—if you need John says that he now enjoys a frag- counselor. John says that this pattern [time] during lunch—then let’s sit ile peace with his family. He has joined repeated itself. “When [counselors] down and talk.’” the Marine Corps and built a strong were deemed as not making a change That may be easier said than done, group of friends. “What finally made quick enough, my parents would fire however. Students dealing with con- me overcome [the trauma caused by the them and hire a more stringent practi- version therapy may also have other years of conversion therapy] was a very tioner of reparative therapy until it got secrets. For example, some may be close friendship that I had at A&M and worse and worse.” dealing with legal issues, such as physi- in the military,” John says. This friend According to John, all of his coun- cal abuse, that teachers are obligated to “was able to see me for who I was, even selors were evangelical Protestants. report. “It’s really difficult,” John says, though I never actually told him that “I’d be brainwashed day after day after because teachers then have to decide I was gay until about a year ago, when day, with them telling me about what whether “to inform the parents about Don’t Ask, Don’t Tell was repealed.” hell was like and how I was going to be the issues that these children are hav- Today, John is committed to edu- there,” he recalls. “And they began to ing,” ignore the situation or try “to help cating people about conversion ther- ‘heal’ my relationship with my parents the child by being a mentor to them.” apy. “This is my cause,” he says. John by trying to prove that my father was John’s friend Charles Banta found believes that parents and educators distant and my mother was overbear- that one teacher helped both by lis- need to know about the dangers of ing. They were trying to show that I had tening and by being a good role conversion therapy. But, he adds, it’s this brokenness sexually and they were model. Growing up in the small town even more vital to reach out to teens using my [drug] abuse against me.” of Wheatland, Iowa, Charles was 15 who are facing the same darkness when he began conversion therapy. that he escaped. “It’s all about giving L ending an Ear Charles’ religious parents had always them the hope that life will get better John could not escape conversion ther- been vocally anti-gay, so he desper- sooner or later.” apy, even after he went to college at ately hoped the treatment would work. Texas A&M University, because his par- However, that feeling changed com- ents still paid the bills. Finally, at age pletely after meeting some of 20, he was able to secure his own finan- his band director’s gay friends. cial independence. “We didn’t talk for a “I saw these successful older gay Toolkit year after that,” John says. “But finally people just living their lives,” We have two flyers to help you—and my father had a stroke. And on what said Charles, who is now 19. “And LGBT students—in school: we thought was his deathbed we finally at that point I started to wonder “Know Your Rights” gives students came to grips with each other and for- if I could just live being gay.” straight answers to their questions. gave each other for what we had done.” But, says Charles, a teacher “Providing Safe and Supportive John and others who’ve been doesn’t need to be gay, lesbian or Environments for LGBT Youth” has through conversion therapy say that bi to be a good role model. Also, advice for educators. teachers can be lifesavers for kids who small gestures can mean a lot. visit>> tolerance.org/therapy-of-lies are dealing with much more than the His English and history teachers

fal l 2012 53 The importance of challenging regional bias in the classroom You’re Not from Around Here

By Carrie Kilman illustration by john S. dykes

Adams-Friendship High School sits in the center of Wisconsin, a few miles east of a national wildlife refuge, surrounded by farmland. Vincent High School, in Milwaukee, sits near the northern edge of the city, a few blocks from a highway. Two schools in the same state, separated by a three-hour car ride

and a mile-long list of assumptions about what issues of race, class and geography. people “over there” are like. The online interactions gave them a starting Last spring, students from both schools spent a place—but when they met in person, students day together at the University of Wisconsin-Stevens were nervous. Point. It was the culmination of an online literature “A lot of students from Adams had never met class called the UWSP Connections Project, led by someone who was African American,” Dixson says. pre-service teachers in professor Barbara Dixson’s “They expected the students from Milwaukee to be English education course. In virtual classrooms, like black people they’ve seen on television. And students read and discussed books that examined the idea of living in a city seemed scary to them.”

54 Teaching Tolerance Students from Milwaukee weren’t practice their instruction skills. But at cliché, like Drew Halevy’s students in sure what to expect, either. They were its core, the project accomplishes some- Dallas, who think all New Yorkers “are afraid of being attacked by deer. And thing far more fundamental: It helps stu- fast-talking, brusque and ethnic.” they worried they would have little dents overcome stereotypes about other Sometimes they’re aimed close to in common with the kids from rural places and the people who live there. home, like Karin Schwartz’s students Adams-Friendship. “We hope they’ll realize that people in rural Iowa, who think nearby cities At first, students weren’t sure what who seem really, really different actu- are “big and scary and that bad things to say to each other. But by the end of ally have a huge amount in common,” happen there.” the day—after a tour of campus, shar- Dixson says. “It’s a diverse universe out And sometimes they’re directed to ing final presentations, eating lunch in there, and students need to know how far-away places, like Stephanie Carrillo’s the dining hall—they were almost com- to live in a diverse world.” students in southern California, who pletely intermingled, connecting on think the Midwest is “dreadfully bor- Facebook, hugging each other goodbye. S peaking in Code ing; filled with cows, farms and malls.” On its surface, the Connections Regional stereotypes exist everywhere. Regional stereotypes form the basis Project helps pre-service teachers Sometimes they’re rooted in cultural of popular jokes and television shows;

fal l 2012 55 according to a 2008 study, they may teachers, who may withhold critical think New Jersey is nothing but beach be grounded, at least in part, in real- feedback for fear of appearing biased. parties and mobsters. ity. Research published in Perspectives Not surprisingly, one antidote—as Halevy tries to convince them oth- on Psychological Science found links Dixson found in Wisconsin—is regu- erwise. “I say, ‘You go to western New between geography and personal- lar exposure to people from different Jersey, and it’s all farmland.’ But they ity traits—for example, New Yorkers places. For example, while teaching in don’t believe it.” were statistically more likely to be neu- Rochester, Minn., where families came So Halevy asks his students to imag- rotic than, say, people in Colorado; from many regional and even national ine teenagers in Afghanistan, watching Californians were statistically more backgrounds, Schwartz found students nothing but MTV and Jerry Springer. open-minded than people in Tennessee. to be more inclined to accept differences. “What would their perception of As a result, regional stereotypes can Now, teaching in a school with a more Americans be?” he asks. seem almost harmless. In fact, Carrillo homogeneous population, Schwarz has The students think about it. “It calls such stereotypes “one of the unex- encountered stereotypes that have been would be horrible,” they finally say. amined corners of intolerance.” more difficult to break down. “Are all Americans like that?” But dig a little deeper, and the “I worry,” she says, “about students Halevy asks. destructive nature of regional bias missing out on experiences and inter- “No,” they say, “of course not.” quickly emerges. actions and the opportunity to learn Pam Williams, a speech language Toni Schmader, a social psychologist about new places and new ideas.” pathologist in a rural district in Maine, at the University of British Columbia, proves students aren’t the only ones at studies the effects of stereotypes on Jersey Shore Effect risk of the Jersey Shore effect: Recently, students and teachers. Regional prej- Regardless of where they live, students while driving south, she took an alter- udice, Schmader argues, “can be code and teachers say regional biases often nate route through inland New Jersey for race or socioeconomic status, or for come from, or are compounded by, the and was surprised to find rolling coun- a different educational orientation.” media. In fact, so many teachers men- tryside. Now, whenever she hears For example, the belief that cities tioned a certain television program are “dangerous” can be embedded with that the phenomenon could be called racial assumptions about the people of “the Jersey Shore effect.” color more likely to live there. And the The popular reality belief that rural Southerners are “red- show has drawn pro- necks” is laced with assumptions about test from the Jersey income, race and education level. Shore Convention “One hundred years ago, people and Visitors Bureau, wore their prejudices on their sleeves,” New Jersey Gov. Schmader says. “But [today] preju- Chris Christie and dice has gone undercover. People still countless New Jersey have biases, but they know they’re not natives, including supposed to express them, so they get Sam Grabelle, who expressed in other ways.” now lives and works Carrillo, from California, describes in Rhode Island. how this transpires in her class- “I used to be proud to room: “Our students know it would be answer ‘where are you frowned upon to make fun of poor peo- from?’ with ‘the Jersey ple. But it’s okay to say, ‘In the South, shore,’” Grabelle says. everyone lives in a trailer and goes to Now, “every time I meet a Wal-Mart.’ It’s a cover for looking at student from New Jersey, we class through a negative lens.” share our woes over the proliferation The effects on students can be no of stereotypes in reality television less harmful than other forms of prej- about people from our home state.” udice. Studies have shown that expo- Halevy, the teacher in Dallas, sure to negative stereotypes can cause grew up in New York City. Because students to underperform and can cre- of shows like Jersey Shore and The ate an “over-praising effect” among Sopranos, many of his students

56 Teaching Tolerance “It’s a hard thing to counteract. If students Three Things Teachers Can Do k Work with a teacher in another town get in the habit of stereotyping at all in any or region to help your students make connections. “The best way to challenge one way, it leaves them more ready to these stereotypes is to reach across the divide and interact with people who stereotype in other ways.” are not like yourself,” says Stephanie Carrillo, a high school history teacher in Santa Monica, Calif. “Kids can walk away with actual, concrete knowledge adults or kids passing judgment on the L earning from History that isn’t in a book—that is life-chang- state, she tells them about that trip. Part of the trick is to help students ing and will stick with them forever.” She worries most of her students, separate unfounded stereotypes from k Encourage students to examine their though, aren’t so lucky. authentic regional differences. own biases every time they crop up. “Most of our kids live near the poverty Colin Woodard is a foreign corre- Carrillo uses this example: “I say, level, and their families don’t have the spondent for The Chronicle of Higher ‘Think of a watch, any watch. What resources to travel,” Williams says. “They Education. In Woodard’s recent book, does it look like? Is it round, with num- have very limited exposure to anything American Nations: A History of the bers and hands?’ Most of them will say beyond what they see on the television.” Eleven Rival Regional Cultures of North yes. I’ll say, ‘That’s a stereotype. If you America, he investigates the origins of look around, you’ll find watches that U nintended Lessons these differences. are square, digital, that have no num- New Jersey certainly isn’t alone—every “Some of our regional stereotypes,” bers at all. But when you stereotype, region, it seems, is the target of some- Woodard says, “actually have histori- you eliminate all these other possibili- one else’s joke. Yet no region seems to cal roots.” ties.’ It’s a safe example to get students invoke as much bias as the South. Early settlers in New England, he to think about what a stereotype is, how At the Hawken School outside of found, came from densely populated, it becomes your go-to image, and how Cleveland, Andrew Cleminshaw dis- relatively wealthy areas of the British it’s not actually reflective of reality.” covered an unintended outcome Isles. In contrast, settlers in Appalachia k Challenge regional bias wherever you while teaching Black Boy, Richard came from war-torn areas, where there see it. Maggie Filbrandt, a junior in Wright’s haunting memoir of his was little rule of law. South Haven, Mich., spoke out when Southern childhood. Evidence of these histories can been her school planned to host a “Redneck “The book played into all the stereo- seen today, Woodard argues, every- and Hillbilly” dress-up day as part of types they had about the South as this where from regional cultural values, to its annual Spirit Week. “Some stu- horrible, racist place,” Cleminshaw says. modern-day voting patterns, to why so dents might take that personally,” “Many of them had never been to the many technological innovations come Maggie says. “I think they’d feel bullied South and had no idea. They understand from California. and that the school was saying, ‘that’s the book is historical. But many of them “Regionalism has defined our his- OK.’” Michigan’s anti-bullying legisla- have a sense that while things have got- tory to a degree that a lot of people tion protects students against harass- ten better, the tradition continues.” don’t realize,” Woodard says. “A lot of ment based on economic status and Documentaries and classroom these biases are an outgrowth of that geographic location. So Maggie talked materials that address the civil rights history. Understanding this is impor- with her mother, a member of the local movement often portray “angry tant to education, in general, and to fos- school board, and they wrote a letter to white people doing awful things,” tering tolerance, in particular.” the principal, alerting him to the state Cleminshaw says, and can overlook the A student from Adams-Friendship law. The day quickly became “Hawaiian examples of white people, such as Anne High School summed it up in a final Beach Day.” and Carl Braden, who were allies in the evaluation for the Connections Project: struggle for civil rights. “Though we come from two “It’s a hard thing to counteract,” completely different com- Cleminshaw says. “If students get in munities, we Adams kids and Toolkit the habit of stereotyping at all in any Milwaukee students can learn Does your state suffer from an unfair stereo- one way, it leaves them more ready to a lot from each other. Plus, we type? Students can “state it differently!” visit>>tolerance.org/geographic-stereotypes stereotype in other ways.” share the same ideas.”

fal l 2012 57 New Resources from Teaching Tolerance

TWO NEW TOOLS FROM TEACHING TOLERANCE CAN HELP EDUCATORS ADDRESS ACTS OF BIGOTRY THAT THREATEN A HEALTHY SCHOOL CLIMATE.

SPEAK a guide for administrators, counselors and teachers UP AT RESPONDING TO SCHOOL HATE AND BIAS How to Respond to Everyday Prejudice, AT SCHOOL Bias and Stereotypes

A GUIDE FOR TEACHERS A PUBLICATION OF TEACHING TOLERANCE tolerance.org A PUBLICATION OF TEACHING TOLERANCE

SPLC_SpeakUp FINAL PRINT.indd 1 6/27/12 12:47 PM Every school has fire drills. Students know to line up quietly and leave the building. They know this because schools prepare for fires. Everyone has discussed the dangers involved and the importance of being ready. But a fire is hardly the only crisis that can hit a school. Seemingly small acts of bigotry and hate can, if left unchecked, erupt into life-threatening fights, suicide attempts or widespread violence. Even when they don’t, such acts can

58 Teaching Tolerance I am a person who will speak up against bigotry. I will not let hate have the last word.

– SPEAK UP AT SCHOOL – leave behind poisonous—and unnecessary—hostility. The Speak Up at School gives educators the tools to help stu- same forethought that goes into evacuation plans needs to dents turn from bystanders to upstanders. It also shows edu- go into making the ill effects of bigotry and hate less likely. cators how to respond when the biased remark or offensive Many administrators are unsure about how to start build- joke comes from their peers, from parents or even from ing an inclusive school climate, let alone a crisis-manage- administrators. Costello says, “Speak Up coaches individu- ment plan. That’s why Teaching Tolerance has created two als to confront bigotry without being confrontational.” important resources: Responding to Hate and Bias at School Not every intolerant remark is made in the same spirit. and Speak Up at School. These booklets, which are revised Some reflect genuine animosity, while others are said out and updated versions of previous works from Teaching of ignorance or a desire to get along with the crowd. Speak Tolerance, lay out steps that educators need to take to make Up discusses these differences and explores the best ways their schools safer, more welcoming places. to handle them. It also provides advice from teachers about “We receive a steady flow of calls and emails from edu- real-life situations they’ve faced and what worked for them. cators looking for guidance on these issues,” says Maureen Educators at all grade levels and in all parts of the country Costello, the director of Teaching Tolerance, “and there was agree that the most important thing to do in these situations clearly a need to help people recognize danger signs at school is to act: Speak up against bigoted remarks every time they and address them before a crisis occurs.” happen. “Stop what you’re doing—whatever you’re doing— Responding to Hate and Bias at School is written primar- and address it,” says Soñia Galaviz, a 5th-grade teacher in ily for school administrators, although it provides valuable Nampa, Idaho. information for counselors and teachers as well. This booklet Costello says that people often have good intentions when shows educators how to respond to a hate-related incident it comes to confronting hate. Everyone wants to do the right in their school or community. It also guides them through thing. But addressing a racial slur or an anti-gay remark crisis management and post-crisis efforts at improvement. made by a friend or co-worker can be hard for anyone— Responding to Hate and Bias at School goes further, sug- unless they’re prepared to take a stand. It’s easy in volatile gesting research-based strategies for reducing bullying and situations to say the wrong thing, making a situation worse. creating a welcoming school climate. It also provides ways to “Speak Up at School gets people prepared,” Costello says. promote social emotional learning among faculty, staff and “It helps individuals think through their responses to the students. In developing model responses to incidents of big- day-to-day bigotry we all face.” otry and hate, Teaching Tolerance researched best practices Together, Speak Up at School and Responding to Hate and and interviewed administrators, teachers and students from Bias at School give teachers and administrators a 360-degree across the country. We also spoke with victims of campus view of school-culture issues and provide direction for edu- incidents, teachers who train peer mediators, and organi- cators trying to build an inclusive, nurturing school climate— zations concerned with hate and bias at school. a climate in which hateful acts are extinguished as swiftly as Creating an inclusive learning environment requires any life-threatening fire. leadership and a schoolwide plan, like the kind laid out in Responding to Hate and Bias. But it also requires the work of dedicated individuals throughout the building, day in and day out. That’s where Speak Up at School comes in. This booklet is written for individuals. It provides advice for responding Responding to Hate and Bias at School to verbal slurs, racist jokes or disrespectful remarks that can be heard anywhere in school and from anyone. and Speak Up at School are both “These kinds of hurtful and biased remarks too often con- available FREE to educators. stitute the first steps in bullying and harassment,” Costello says. “It’s crucial to create schools that are free of bias and bigotry. But responding to offensive remarks takes fore- Download online at thought and courage.” tolerance.org/don’t-ignore-hate

fal l 2012 59 staff picks

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

“Fun and relatable.” — Lisa Ann Williamson

“A perfect companion for Teaching Tolerance films.” “A great handbook for — Thom Ronk LGBT youth activists” “Goes beyond the names — Alice Pettway we already know.” — Michelle Garcia

60 Teaching Tolerance Professional Development Turning High-Poverty Schools Into High-Performing Schools 1 Few civil rights pioneers carry the romantic drums is teased. Some classmates tell her by William H. Parrett and aura of the Tuskegee Airmen. That’s why stu- those are not girl things. She then spins into Katheleen M. Budge dents will findFreedom Flyers: The Tuskegee action letting classmates know it’s cool to be Our Worlds in Our Words: Airmen of World War II, by J. Todd Moye, a who they are. Great afterword for educators Exploring Race, Class, Gender, great read. The book lays to rest important and parents with tips for handling bullying. and Sexual Orientation in myths about the airmen even as it explains elementary school Multicultural Classrooms how they risked their lives to fight fascism. by Mary Dilg Just as importantly, Moye’s book shows how 5 We’ve Got a Job: The 1963 Birmingham Re-Engaging Disconnected men and women at Tuskegee’s Army Flying Children’s March, by Cynthia Y. Levinson, pro- Youth: Transformation School challenged Jim Crow and helped pave vides comprehensive insight into the events of Learning Through Restorative and Social Justice Education the way for the civil rights movement. the Birmingham Children’s March in 1963. Filled by Amy Vatne Bintliff middle and high school with personal stories from protestors and primary documents, We’ve Got a Job will inspire stu- middle & 2 In Rosa’s Bus: The Ride to Civil Rights, by dents to learn about the civil rights movement. high school Jo. S. Kittinger, Bus #2857 becomes the vehi- middle and high school Nilda by Nicholoasa Mohr cle for learning about the Montgomery Bus Rebound b y Bob Krech Boycott and the civil rights movement. A great 6 Marching to the Mountaintop: How book for very young readers to begin learning Poverty, Labor Fights, and Civil Rights Set the Scars by Cheryl Rainfield about the struggle for equal rights. Stage for Martin Luther King Jr.’s Final Hours, Crow by Barbara Wright elementary school by Ann Bausum, tells the story of the sanita- The Fat Boy Chronicles by Diane tion workers’ strike that brought MLK to the Lange and Michael Buchanan 3 Dear Maxine: Letters from the Unfinished balcony of the Lorraine Motel. A must-have Conversation with Maxine Greene, edited by for any teacher who seeks to tell the full story elementary Robert Lake and foreword by Sonia Nieto, is of the movement and to explain how collective Sky Dancing by Ellen Erwin a rich collection of letters written by people action can bring about real and lasting change. Only One Year b y Andrea Cheng who have inspired us—Gloria Ladson Billings, professional development The Accidental Adventures Herbert Kohl, William Ayers, Deborah Meier— of India McAllister to a woman who inspired them. In diverse 7 Out and Allied: An Anthology of Performance by Charlotte Agell voices, we hear a single lesson: The paramount Pieces gives center stage to a compelling collec- Operation Marriage goal of education must be freedom. tion of plays, poems and monologues written by by Cynthia Chin-Lee professional development LGBTQ youth and their allies. The chapters on presentation, production, writing and lead- 4 Super Tool Lula: The Bully-Fighting Super ership transform this anthology into a young Hero! by Michele Yulo. Ten-year-old Lula who activist’s handbook. loves carpentry, collects rocks and plays the middle and high school

fal l 2012 61 Questions for Readers Right There: Create a chart showing the who, what, when, where, why and how of the story. On My Own: In 1920, people wore roses to express their opinion of women’s suffrage. What are some symbols people use to express their political and social views today? Author and You: List three forces that weighed on Harry Burn’s decision. Of those, which do you think was his greatest duty, and did he fulfill it? Think and Search: Compare how Burn is described in the beginning and end of the story. What changed?

Resources to help students learn more about the passage of the 19th Amendment are available at tolerance.org/be-a-good-boy.

62 Teaching Tolerance Be a Good Boy By john micklos, jr. ug. 18, 1920: Harry Burn fidgeted in his seat in the Thoughts raced through his head: Many people don’t Tennessee House of Representatives. He touched think women should vote, but women work as hard the red rose on his lapel. Wearing that rose showed as men. Why shouldn’t they have the same rights? My athat he was against giving women the right to vote. mother knows more about politics than most men. She Supporters of women’s voting rights—or suffrage—wore should be allowed to vote. I know I should support wom- yellow roses. In Tennessee, the struggle for women’s suf- en’s suffrage. But what will other people think? frage became known as the war of the roses. Burn’s name was called. The moment had come. Burn reached inside his jacket and touched the letter Burn paused for just an instant. His mother’s words ran he had just received from his mother urging her son to “be through his mind: “Be a good boy; vote for suffrage.” a good boy” and “vote for suffrage.” What should he do? Burn raised his hand. “Yea,” he said. The amendment Many states had already passed the 19th now had enough votes to pass. Women Amendment to the U.S. Constitution, giv- Text of the 19th Amendment had won the right to vote! ing women across the country the right to The right of citizens of the Supporters cheered. Opponents of vote. Only one more state was needed to United States to vote shall not women’s suffrage were angry. Why had ratify the amendment. Tennessee became be denied or abridged by the Burn changed his vote? Afraid, Burn ran United States or by any state the final battleground. on account of sex. from the room. He thought the angry anti- The Tennessee Senate quickly approved suffragists might hurt him. He climbed the 19th Amendment, and it was up to the Congress shall have power up into the attic of the state Capitol and House to vote yes or no. No one knew what to enforce this article by waited for people to calm down. would happen: 48 members of the House appropriate legislation. The next day, Burn addressed the legis- were for the amendment and 48 were lature. He calmly defended his decision to opposed. A tie vote was a no. People from across the nation— change his vote. He said it was his chance “to free 17 mil- both for and against women’s suffrage—filled the room. They lion women from political slavery” and that “a mother’s waited silently as each representative called out his vote. advice is always safest for a boy to follow.” He will always Sweat poured down Burn’s face. At age 24, he was the be known as the person who cast the deciding vote for state’s youngest representative. Yet soon his vote might women’s suffrage. affect the entire nation.

illustration by hadley hooper fal l 2012 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 raquel aparicio ENGAGE YOUR STUDENTS—IT’S FREE!

Teaching Tolerance’s film kits bring social justice issues to life in your classroom.

ONE SURVIVOR REMEMBERS A TIME FOR JUSTICE Gerda Weissmann Klein’s account AMERICA’S CIVIL RIGHTS MOVEMENT of surviving the Holocaust encour- MIGHTY TIMES Follow the civil rights movement ages thoughtful classroom discussion THE CHILDREN’S MARCH from Emmett Till to the passing of about a difficult-to-teach topic. the Voting Rights Act. Grades 6-12 The heroic story of the Grades 6-12 young people in Birmingham, Alabama, who brought segregation to its knees. Grades 6-12

VIVA LA CAUSA STARTING SMALL An introduction to lessons A tool for early grades educators creat- BULLIED about struggles for workers’ ing classrooms in which peace, equity A STUDENT, A SCHOOL AND A rights—both past and present. and justice are guiding themes. CASE THAT MADE HISTORY Grades 6-12 Professional Development One student’s ordeal at the hands of anti-gay bullies culminates in a message of hope. Grades 6-12 “I used the “One Survivor Remembers” materials with my 8th graders as an introductory/build background unit with my ESL students—it was FANTASTIC.” christina argianas, teacher

“You saved my curriculum in my Social Activism class and helped enhance my unit on immigration in U.S. History!” FREE TO EDUCATORS lynne kenney, teacher All kits include film and teacher’s guide. ORDER ONLINE! “My students have been profoundly affected by tolerance.org/material/orders [your] movies over the years.” isabelle spohn, 6th grade teacher J OIN 400 a projectofthesouthernpover t e aching tol

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PHOTOS BY JIM WEST, STEVEN VOTE