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Teaching Tolerance - Diversity, Equity and Justice

Teaching Tolerance - Diversity, Equity and Justice
This lesson explores the debate about whether public schools, which typically close on major Christian and Jewish holidays, should also shutter for important celebrations in other faiths. This debate is relevant in many cities, districts and states. The activities ask students to think critically about the question and identify multiple points of view before forming their own opinions and proposing possible solutions and/or compromises. This lesson is based on the following news stories: “Should public schools close for Muslim holidays?” “New York City Adds 2 Muslim Holy Days to Public School Calendar,” published in the New York Times after officials in New York City announced school would be closed to mark two Muslim holidays. Related:  IssuesTeachingGeneral Social Studies Websites

Watch Full Episodes Online of Time For School on PBS Use one of the services below to sign in to PBS: You've just tried to add this video to your Watchlist so you can watch it later. But first, we need you to sign-in to PBS using one of the services below. You’ll be able to manage videos in your Watchlist, keep track of your favorite shows, watch PBS in high definition, and much more! You've just tried to select this program as one of your favorites. To get you watching PBS in high definition we need you to sign-in to PBS using one of the services below. You'll be able to manage videos in your Watchlist, keep track of your favorite shows, watch PBS in high definition, and much more! Don’t have a PBS Account? Creating an account is free and gets you: Access to High-Definition streamingA personal area on the site where you can access: Favorite ShowsWatchlistViewing HistoryEarly access to exciting new features

Neil's Toolbox :: A Collection of Useful Tools and Resources | Neil's Toolbox Reading Like A Historian The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. How do I use these lessons in my classroom? The 91 lessons in the U.S. curriculum, 41 lessons of the world curriculum, and the 5 lessons in the introduction to historical thinking unit can be taught in succession. 1) Establish relevant background knowledge and pose the central historical question. *Note: United Streaming requires a subscription to Discovery Education. 2) Students read documents, answer guiding questions or complete a graphic organizer. 3) Whole-class discussion about a central historical question. Of course!

Stacie Gomm / Netiquette, Ethics, and Privacy We are going to discuss three areas. You will create a new word document and copy and paste the questions in the word document. As you discover the answers to the questions through exploring the web pages, you will enter your answers in the word document. (The questions are found below the explanation part of this page.) Netiquette Read through what Netiquette is by going to Take the quiz Open a word document and put your name and class period at the top of the document. Ethics Spend a few minutes learning about computer ethics by going to This site was created by students for students and describes computer ethics quite well. Read the sections on Copyright, especially 2.3. There is a worksheet that goes along with this web page. Privacy We will do a class activity on Privacy. Below is an attached PDF file labeled Privacy Reading. Google one of your parents names.

JISC Content | Digital collections and archives for learning, teaching and research Center for History and New Media Sea of Liberty Providing interactive tools for teaching, exploring, and sharing the power of Jefferson’s ideas across cultures and borders. Learn More | Visit the Site 100 Leaders Encouraging exploration of leadership and legacy in world history through voting, classroom activities, and teaching resources. Learn More | Visit the Site Sharing quality content, tools, and strategies to improve teaching and learning American history. Learn More | Visit the Site Ford’s Theatre Videos Bringing to light the value of quality professional development for teachers through video. Learn More | Visit the Site Popular Romance Project Rethinking the concepts of love and romance through study of popular fiction and popular culture. Learn More | Visit the Site Hidden in Plain Sight Nurturing historical thinking and investigation skills via an asynchronous online course focusing on objects. Learn More | Visit the Site

Online Hate and Free Speech Hate in a Free Speech Environment Many argue that the best response to hate speech is not criminalization, but more speech. A classic example of this took place during the 1990s when Canadian Ken McVay, founder of the anti-hate Nizkor Project, spent over a decade attempting to engage hate activist and Holocaust denier Ernst Zundel in an online discussion. McVay claimed that the Zundelsite refused “to participate in the interactive forums of the Internet” by avoiding discourse with those who disagreed with its views in favour of spreading hate and recruiting supporters. (The website now includes online forums, although it has since come to symbolize other tensions and challenges relating to free speech and hate on the Internet.) Despite McVay’s appeal for the need for public debate, the free speech environment that characterized discussion forums in the late 1980s and early 1990s made many Internet service providers (ISPs) uncomfortable. Free Speech: A Worldview [1] Kornblum, J. (1997).

Grading Tips | Boston University | Center for Excellence & Innovation in Teaching It is very important to students that assignments are graded fairly and it is very important to instructors to provide feedback that is meaningful to students. Questions to Consider about Grading Will I grade on an absolute (criterion-referenced) standard, on a relative (norm-referenced) standard, on subjective determinations of student learning, on student-teacher contracts, or on some other method of grading? Some tips on grading an assignment Determine and state the educational objectives of each activity.Prepare students for formal assessments by using activities of a similar challenge level.Consider whether all assignments need to be graded; would a check-plus/minus system work? Design a Grading Rubric Grading rubrics help to achieve both objectives. To design a grading rubric, consider: What components are you looking for in the answers to this assignment? More on Rubrics Walvoord, B. California State University at Chico A rubric for assessment of student learning Focused Listing

Tell a different story about Santa this holiday season It is that time of year again: People are dusting off their holiday decorations in order to make their homes and public spaces festive. It is also the time when certain stories and songs are being repeated. Television holiday shows such as “A Charlie Brown Christmas” are almost iconic, with audiences watching them year after year. And the same is true of holiday songs such as “Jingle Bells,” or “Santa Claus is Coming to Town,” that are played at almost all stores. Children too are retold the same classic stories like “The Night Before Christmas,” Dr. Seuss’ “How the Grinch Stole Christmas” and “Rudolph the Red-Nosed Reindeer.” For many of us, these stories and songs have come to define the spirit of the holidays. The single story In 2009, Nigerian novelist Chimamanda Adichie gave a talk on the danger of a “single story.” Adichie recalled that when she came to the U.S. to study, her roommate remarked that Adichie spoke very good English, and asked if she would play some “tribal music.”

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What Do I Say to Students About Immigration Orders? | Teaching Tolerance - Diversity, Equity and Justice @Tolerance_org The [M]uslim students seem scared and quiet. One says family may flee country. These are six year olds.—A first-grade teacher’s tweet to Teaching Tolerance, January 30, 2017 We are 50% ELL (language learners – mostly refugee populations). Just as during the presidential campaign, current events are hitting home with many students, and teachers have to be ready to talk about these topics. Schools with immigrant, undocumented and refugee students are likely to see heightened anxieties and fears among students due to two executive orders: 1) a directive to start immediate construction on a border wall with Mexico and 2) a 90-day ban on citizens from seven Muslim-majority countries from entering the United States, and a 120-day suspension on refugee admissions into the United States (indefinitely for Syrian refugees). What do I say to students? Your voice—and other students’ voices—matter. I’m here for you. Here are the facts. Encourage courage. Youth United!