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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

WeAreTeachers - Get Lesson Plans - Teacher Grants - Teaching Resources and More 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!

Teach the First Amendment | 1 for All Help Tomorrow’s Citizens Find Their Voice. Teach the First Amendment. The most basic liberties guaranteed to Americans — embodied in the 45 words of the First Amendment to the U.S. Constitution — assure Americans a government that is responsible to its citizens and responsive to their wishes. These 45 words are as alive and important today as they were more than 200 years ago. We know from studies beginning in 1997 by the nonpartisan First Amendment Center, and from studies commissioned by the Knight Foundation and others, that few adult Americans or high school students can name the individual five freedoms that make up the First Amendment. The lesson plans below — drawn from materials prepared by the Newseum and the First Amendment Center — will draw young people into an exploration of how their freedoms began and how they operate in today’s world. Amy Trenkle teaches 8th grade U.S. history at Stuart-Hobson Middle School in Washington, D.C. New Lesson Plan View Classroom Guide U.S.

National Student Mock Election « National Student Mock Election 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.

Neil's Toolbox :: A Collection of Useful Tools and Resources | Neil's Toolbox 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 Teachinghistory.org 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

C-SPAN Classroom | Free Primary Source Materials For Social Studies Teachers Congress.gov | Library of Congress 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).

JISC Content | Digital collections and archives for learning, teaching and research Congress for Kids - Interactive, Fun-filled Experiences About the Federal Government

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