Icebreakers!

ice breakers list

Student Groups: Strategies that Facilitate Positive Interactions

How many of us have felt uncomfortable approaching someone new to a group we are used to? Unsure of what to say to them? Worry that they may find us strange or abnormal? Concerned that we may not have anything in common with this new person? Students are no different. They encounter regular situations of interacting with someone unfamiliar. Below are some helpful activities for creating warm, welcoming atmospheres for students in your classroom who are not afraid to spend time with someone different from themselves. 

Begin the school year (or new term) with icebreaker activities that allow all students to interact with one another simultaneously. Leveling the playing field makes group interactions much less intimidating for all. Below are a few examples of icebreakers:

Identify and Match a Pair!

  • List out several pairs of items that belong together such as peanut butter/jelly, salt/pepper, pencil/paper, chair/table, chips/salsa, milk/cookies, cheese/crackers, etc. (Feel free to add cultural pairs, celebrities, fictional or historical characters, etc.).
  • Write the items on note cards, one item per card.
  • Randomly tape one card to the back of each student. (Make sure that you have a match for every item. You may need to participate if you have an odd number of students.)
  • Students must ask yes/no questions of other classmates to try to figure out the item taped to their back.Once students have determined their own items, they must seek out their matching pair..

Snowball Fight!

  • Each student writes down three bits of information about themselves on three separate sheets of paper – no names on the papers.
  •  Have students crumple up the papers into balls.
  • Snowball fight for 30 seconds! (Students love this part!)
  • When time is up, students retrieve 3 random papers.
  • Each student reads the papers, and the class tries to determine who is described on each paper..

Who Is It?

  • Create a list of experiences (at least as many as there are students) that students can relate to.  Students must go around the classroom and ask classmates who identifies with each experience. Only one name can be recorded on the list for each experience. This requires all students talk to every other student in the room, while minimizing the fear of approaching someone new because everyone is doing this. Here are some sample experiences to include on the list:
    • Hates broccoli
    • Broke a bone
    • Traveled to or lived in a foreign country
    • Speaks more than one language
    • Has more than 3 siblings
    • Plays an instrument
    • Has gone camping
    • Has been on a boat
    • Has attended a concert.

Tons more ideashttp://www.icebreakers.ws/good-icebreakers-by-name

Write a Bio-Poem! This is an 11-line poem that students complete about themselves, and then share with the class. It is a great way for students to learn about each other, while developing more comfort with others in the room. Below is a link where you can find the template for this type of poem: http://www.ehow.com/info_7978561_bio-poems.html

 _______________________________

If you like this subject you will enjoy RaceBridges resource

INCLUDING EVERYONE: Small Changes to Create a Welcoming Classroom

 

 


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10 Clues to Spot Cyber-Bullying

Cyber-bullying is carried out in order to shame, embarrass, tease or frighten the receiver.  Messages are often electronically sent from an “anonymous” sender.  Can you spot a cyber-bully?

The following 10 electronic clues could be signs of cyber-bullying behavior among your students:

  1. Posting humiliating or embarrassing memes or other edited images to mock a student on social media
  2. Asking a student to take "private" photos or videos and then forwarding to other students
  3. Intentionally taking embarrassing photos or videos of a student without permission and sharing it with others
  4. Catfishing a student by pretending to be someone else with a malicious intent to hurt the student
  5. Sending repeated messages through email, texts or social media chats that are cruel, demeaning, or threatening
  6. Posting gossip, rumors or lies about a student in group chats or on social media
  7. Encouraging other students to troll and flame a student by posting mean comments in social media
  8. Vicious gaming such constantly destroying a particular student's avatars, characters or properties on purpose
  9. Creating an online group or website for the purpose of mocking certain students
  10. Repeated sending of neutral messages to a student at all hours of the day that become harassing and annoying

When this occurs in a serious way personal, home, classroom and school intervention is needed.

RaceBridges recommends this detailed resource on the complex problem of Cyber-Bullying: cyberbullying.org.

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A number of RaceBridges resources can be found by searching “bullying” on: RaceBridgesStudio.com

 


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Creating a Classroom Diversity Checklist

As this school year comes to an end, teachers around the country take a brief break from the classroom. This summer is a perfect time to reflect on the school year. What went well? What could you do better? How did your students do – did they meet your expectations academically?

You know that the diversity in American schools and classrooms is rapidly increasing each year. Think about how you can further incorporate diversity into your lessons. What can you do to reach your students where they are, and help them to master the necessary academic concepts for advancement? What can you do to facilitate awareness and understanding between cultures?

Below is a checklist for creating classrooms that embrace diversity, and therefore, a school that strives for the success of all its students.

Classroom Diversity Checklist:

………….  
red-check Do you discuss many different cultures throughout the school year?

For example: social studies might cover countries or wars; language arts might cover literature by cultural authors or read works about differing cultures; art or music classes might cover cultural songs or painting styles; etc.
red-check

Do you use instruction that includes a wide variety of techniques intended to appeal to a wide variety of student learning styles?

Are you using Multiple Intelligences (Harvard professor Howard Gardner’s theory suggesting a much more comprehensive method of identifying intelligence and learning styles of people)? Do you gear lessons toward visual, auditory, and kinesthetic learners? Do you offer activities that foster collaboration and cooperation amongst students?

  • Follow this link to learn more about Multiple Intelligences and education: http://www.thomasarmstrong.com/multiple_intelligences.php
red-check

Do you construct your lessons around Bloom’s Taxonomy of Higher Thinking?

This method, created by Benjamin Bloom, focuses on the development of higher level thinking skills in students. It utilizes hands-on experiences to teach mastery at progressively more challenging levels of thinking. Use the tiered method to develop the critical and creative thinking skills of all your students.Follow these links to learn more about Bloom’s Taxonomy of Higher Thinking:

  • http://eduscapes.com/tap/topic69.htm
  • http://www.teach-nology.com/worksheets/time_savers/bloom/
red-check Do you build technology use into your lessons?

Teachers should be utilizing technology in instructional techniques as much as they should be creating activities for students to use technology.
red-check Do you use hands-on activities in your lessons?

Hands-on allows students to experience new things – new cultures, new artifacts, new stories, new cuisine, new dances. Experience builds understanding.
red-check Do you assess your students using unbiased and balanced methods?

For example: tests should include a variety of cultures in questions. Students should also be assessed in multiple ways, never simply one.
red-check Do you offer choices for students, in projects or assignments?

Giving options to students promotes ownership and understanding. Students are able to choose something more relatable to their own background.
red-check Do you encourage group work?

Students who work in groups learn more effectively about backgrounds and cultures from their peers and in less formal environments. Group work builds understanding and empathy.
red-check Do you use a variety of communication styles in your teaching arsenal?

A wider array of communication will reach a larger number of students and will allow them to reach mastery of skills more effectively.
red-check Does your school openly value diversity?

Do they celebrate accomplishments of prominent cultural figures? Are there school-wide events that celebrate multiculturalism?
red-check Does your school have faculty members from a wide variety of backgrounds?

Visit the link below for fantastic information on diversity in education, as well as another checklist for teachers and schools: http://education.washington.edu/cme/DiversityUnity.pdf

 


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Release September 1, 2017


“ … Bridges are more important than Boundaries …”
Pope Francis September 15, 2015

RELEASE
September 1, 2017.

27 NEW RaceBridges VIDEOS PUBLISHED

OVER 200 STORYTELLER VIDEOS NOW IN THE RACEBRIDGES COLLECTION!

 

Techny IL. Derek Simons SVD through Bridges ministry at Techny has produced 27 new storyteller videos. The videos are original short stories about race relations, diversity and inclusion. Simons worked with creative partner Susan O’Halloran and CVP Productions in Kansas City shooting original stories by professional storytellers from around the U.S. and overseas. Post production and online work was completed by Capture Hits Inc.

The slate of new productions now increases the RaceBridges collection to the significant milestone of 213 videos. All the videos can be accessed on RaceBridgesStudio.com. Each of the videos have transcripts which are also downloadable. Brief descriptions of the 27 stories can be seen on the next page as well as photographs of the storytellers.

Derek Simons said of these videos : “These true stories contain much pain and challenge. They contain many tears of sorrow. But they also contain tears of laughter and much redemptive dignity.”

The videos are being placed on a variety of social media, on the online platform of the National Storytelling Network and also via the professional live and online outreach of the storytellers.

These short online stories provide ideal springboards for discussion starters for groups and individuals exploring race relations and interculturality. They easily fit a variety of local contexts and needs. Difference & Belonging is an online guide to the themes of all the video stories. It can be found on the RaceBridgesStudio.com Home Page.

In addition to the video collection there are hundreds of texts, ideas and lesson plans on the site that explore race relations and diversity.

To view the new 27 short videos go to :
http://racebridgesstudio.com/category/fall2017videos/

Further information :
Simons@racebridges.net


THEMES OF THE NEW 27
RACEBRIDGES VIDEO RELEASES : FALL 2017

Information : www.RaceBridgesStudio.com

Because I’m Jewish, Doesn’t Mean I Have Horns: An Encounter with Anti-Semitism in Appalachia

By Storyteller Laura Packer

Story Summary

At 14, storyteller Laura Packer visited friends living in the rural south and encountered negative assumptions about Judaism for the first time. How she responded could have made the situation much worse, but she found a way to keep her dignity and maybe break down some ancient, inaccurate beliefs at the same time. (more…)

Mother Jones: The Most Dangerous Woman in America

by Pippa White

Story Summary

Someone once called her a humanitarian. “I’m not a humanitarian,” she replied. “I’m a hell-raiser!” And she was. She was over fifty years old, she weighed one hundred pounds, and she was under five feet tall. And yet she was called by the United States Government, “the Most Dangerous Woman in America.” Come and hear what she has to say. Come and hear how she changed the world. (more…)

A Change of Heart: Muslims & Whites Crossing Cultures in a Memphis Neighborhood

By Storyteller Kate Dudding

Story Summary

In 2010 when the members of the Memphis Islamic Center bought property on the street nicknamed Church Road, they thought they’d have a hard time proving to their Christian neighbors that they were a peaceful community. When the pastor of the Methodist church across the road learned of the purchase, he didn’t know what he should do.  (more…)

Riding the Dog: A Talmudic Christmas in the Suburbs

By Joseph Sobol

Story Summary

While Joseph’s father and his neighbor debate whether a good Jewish family in a New York suburb should have a Christmas tree, 6-year-old Joseph plots how to ride the family’s English setter, Freckles, the way cowboys ride horses in the Westerns. Joseph succeeds – for about a second and a half – but then the tree, the decorations, the lights, the jar full of pennies, the glass and the cat go flying! Joseph’s neighbor, a conservative Jew, surveys the disaster and pronounces that this is proof the Sobol’s should not have had a tree! (more…)

Hey, I’m Black Too! So, Where Do I Fit In?

By Mama Edie McLoud Armstrong

Story Summary

Because she had grown up in a predominately white community during the turbulent Civil Rights years, when Mama Edie’s new friend, Renee, went to college she learned the pain of being treated as an outsider by some of the other African American students.  But Mama Edie and Renee both learned that a strong sense of identity can combat bullying, provide a sense of direction and belonging and create meaningful bonds that can last a lifetime.  (more…)

Finding Light in the Dungeons of Ghana with Mother Mary Carter Smith

By Storyteller Mama Edie McLoud Armstrong

Story Summary

When Mama Edie and Mother Mary Carter Smith, Co-Founder of the National Association of Black Storytellers, Inc. enter the dark dungeons of Ghana, West Africa, where people were imprisoned for the Trans-Atlantic slave trade, unexpected things begin to occur.  This story speaks to how one can perceive and be guided by just a small beam of light, finding strength, hope and direction despite barbaric and seemingly hopeless situations.  (more…)

Culture Shock: An Israeli Immigrant Learns America

By Storyteller Noa Baum

Story Summary

Noa arrived from Israel to America in 1990 the month Iraq invaded Kuwait and threatened to attack Israel. She arrived from a place where everyone walked around with boxes of gas masks in case they were attacked with mustard gas, to the quiet peaceful college town of Davis, California. To call it culture shock would not do it justice…

Here is the story of crossing over and learning to live in a culture where the perceptions of time, space and values are completely different from your own.  (more…)

Peacemaking Beyond Borders – An Israeli Palestinian Friendship

By Noa Baum

Story Summary

Noa grew up in Jerusalem, Israel. In America, she met a Palestinian woman who also grew up in Jerusalem, only on the “other side”. Their friendship inspired her to tell the stories of their families that echo the contradicting national narratives of their people. Noa continues to use the transformative power of storytelling for peacemaking through her memoir A Land Twice Promised: An Israeli Woman’s Quest for Peace. (more…)

Every Day is Basil Houpis Day: Bullying Doesn’t Stop After High School

By Storyteller Robin Bady

Story Summary

Robin was in middle school.  Basil Houpis had just moved to the U.S. from Greece, and he was different. He barely spoke English, wore mismatched clothes and smelled funny. Everyone picked on him mercilessly.  It was not until Robin went to her 30th high school reunion that she was able to take a stand.  (more…)

A Twist of Fate: My Jewish Father in World War II

By Storyteller Heather Forest

Story Summary

Heather tells of the odd twist of fate that saved her father’s life when he, along with all the other Jewish teenagers in his neighborhood, gave up their personal life plans and enlisted in the U.S. army to go fight Hitler in 1942.  (more…)

Grow to Give: An Interfaith Food Equity Project

By Storyteller Heather Forest

Story Summary

The true tale of how storytelling inspired a group of diverse religious leaders in the town of Huntington, NY, to dig up their congregational lawns, grow vegetables tended by congregants, and then donate the produce to local food pantries.  (more…)

My Chinese Grandfather

by Brenda Wong Aoki

Story Summary

As a child, Brenda visits her Grandfather who collects, dries and sells seaweed along the coast of California. When she is older, she helps him with his work. Brenda finds his ways strange and the work hard, but the two find unique ways of talking and enjoying each other’s company.  (more…)

On the Train to the Japanese American Incarceration Camps

by Brenda Wong Aoki

Story Summary

Brenda recounts a story that was told to her by a woman who was a nurse and who, along with 120,000 of other Japanese Americans, was forced to leave her home and all she and her husband owned to be imprisoned in Incarceration Camps during WWII. A baby who should have been in the hospital is placed on board the train to the camps with her mother. The nurse does all she can to help the mother and baby but the end-result is out of her hands. (more…)

Racism on the Road and Into the Next Generation

by Brenda Wong Aoki

Story Summary

Brenda performs a children’s song in Japanese and is told to stop using “demonic language” and is called “a witch.” She is told by a producer that he is disappointed she isn’t a “real” Japanese. Unfortunately, the bias and ignorance Brenda encounters on the road is also visited on the next generation as Brenda learns that her son is mistaken for another Japanese American student who looks completely different from her son. (more…)

The Brownlee’s Migration

By Storyteller Kucha Brownlee

 

Story Summary

Kucha’s Grandfather had a marketable skill and a spiritual home in the South after the Civil War. With a large family and plenty of hard work, life was good in Mississippi. But, one incident changed everything.  Suddenly the whole family became immigrants – packing up and moving out of Mississippi. (more…)

First Generation Chicagoan – No Pigeon Holing

By Storyteller Kucha Brownlee

Story Summary

Kucha was born in the North, but her Southern family values and ties came North with her family. In this story, Kucha wonders why everyone feels the need to pigeon hole other people? She knows that a strong family defies stereotypes and grows love.  (more…)

Tewas Go Home

By Eldrena Douma

Story Summary

A poster appeared and words were being spoken on the school yard. “Tewas Go Home”! After hearing these words from other students and seeing the poster at the Trading Post, she needed answers. In a state of confusion, Eldrena asked her Tewa-Hopi grandmother, Nellie Douma, what those words meant. Why would her Hopi relatives talk that way? Was this land that they lived on in Arizona not their homeland? Go home to where? These were the questions she could not answer on her own.

Eldrena had never felt uncomfortable about going to school or where she lived. But after hearing these words from other students and seeing posters at the Trading Post, she needed to find out answers. This way of talking confused and scared her. But after hearing the “hand me down story”, it gave Eldrena a sense of pride and taught her about integrity and keeping one’s word no matter how much time passes. (more…)

Being Black Enough: Bullying and Race Discrimination

By Storyteller Linda Gorham

Story Summary

In kindergarten, Linda dressed in green for St. Patrick’s Day, was told by a teacher, “My, my, I’ve never seen an Irish N-word before!” In 7th grade, Linda was told by her classmates, “You act white! You dress white! You have white people’s hair…” And then, the taunting began, “Linda is a white girl, Linda is a white girl!” It took Linda a long time to understand what it means to be Black.  (more…)

My Japanese Parents’ Unromantic Marriage

by Karin Amano

Story Summary

Karin never dreamed about marriage growing up because of her Japanese parents’ unromantic arranged marriage. But when her father had a severe stroke and fell into a profound state of dementia, her mother, who had very bad knees, struggled through her pain to go to the hospital every day for two months to teach him how to read, write, and talk again… until a miracle happened and Karin learned to appreciate her parent’s relationship. (more…)

Loss and Acceptance

By Karin Amano

Story Summary:

Karin had been a practical Asian woman and everything, such as “going to America by age 24”, “being a professional actor by 31”, “finding a partner from match.com by age 37”, “getting pregnant by age 40”, had been happening exactly as she planned. A sudden stillbirth of her baby boy changed her view, and she overcame the grief through the help of storytelling at a support group, workplace, and in her Japanese blog.  (more…)

When a Japanese City Person Moves into a Small Town in America

By Storyteller Karin Amano

Story Summary:

Five years ago, when Karin moved to a small town in the Midwest after previously living in Tokyo, New York City and Orlando, Florida she worried at first about fitting in but was glad to find that people seemed overall friendly and open-minded. Very recently, however, she had a troubling encounter with racism and told her story to her friends (one Caucasian and two African American sisters) in town as well as her Jewish husband and got very different responses.  (more…)

Arriving in Bulgaria: Overturning Assumptions in the Communist Era

By Storyteller Priscilla Howe

Story Summary

When Priscilla Howe traveled to Communist Bulgaria in the 1980s, she found herself in a difficult situation. She found help from a Bulgarian man who reminded her to look beyond appearances.  (more…)

Sagebrush Santa: Christmas, 1942 in the Minidoka Internment Camp

By Alton Takiyama-Chung

Story Summary

Five-year-old Kiyoshi, tries his best to make sense of his world which has been turned upside down since Japan attacked a place called Pearl Harbor. Since his father was taken away, he has had to leave his home, and spend the summer in a horse stall in the big city of Portland, Oregon. He has gone on his first train ride ever and has ended up near Twin Falls, Idaho in a place called Minidoka. It is Christmas Eve, 1942 and Santa will be coming soon. (more…)

Exotic Food: The Legendary Origin of a Chinese American Dish

by Storyteller Alton Takiyama-Chung

Story Summary

People from all over the world came to America in the 1850s in search of riches during the California Gold Rush.  Many young Chinese men immigrated to America to earn money to support their families in China.  They experienced discrimination and violence, and could only live in specially designated areas, which became locally known as Chinatown.  Chinese food was considered to be “exotic” by the Lo Fan or White people.  This story follows one of the legends surrounding the origins of a popular Chinese American dish.  No one knows when or where the dish was invented and that makes for a good myth.  (more…)

December 7, 1941: An Eyewitness to the Attack on Pearl Harbor, Hawaii

by Alton Takiyama-Chung

Story Summary

Charles Ishikawa grew up in Plantation camps in Waipahu, Hawaii in the 1930s and 1940s.  He was 14 years old and on his way to his high school basketball practice when Japanese planes attacked Pearl Harbor on December 7, 1941.  He saw the planes diving like sea birds over the ships in the harbor.  After Marshall Law was declared, he helped patrol the Plantation camps to make sure that no lights shown out at night.  He was issued a gas mask at school and helped dig an air raid shelter in his backyard.  He and his family took down and burned everything that was Japanese in their home.  They were Americans, but worried if they were American enough.  (more…)

That’s What My People Do: Facing Prejudice in a 1960s High School

By Eunice Jarrett

Story Summary

High school students organizing a memorial service for a teacher trigger an emotional process for Eunice who is asked to step out of her comfort zone, again.  Family life and school life create race-related expectations.

(more…)

The White Boys: Korean-Puerto Rican Girl Seeks Anybody

by Storyteller Elizabeth Gomez

Story Summary:

In The White Boys, Elizabeth tells of her struggle to be comfortable with her own identity outside the boundaries of the racial norm. She tells of the normal awkward struggles of adolescent love with the addition of struggling to find acceptance of her own racial features.  (more…)

The Colfax Louisiana Massacre: A Story about Reconstruction

By Zahra Glenda Baker

Story Summary:

This is Zahra’s personal story of reconnecting with her siblings and learning about how history is told through the voice of the “hunter”. On a journey back to their Louisiana birthplace, Zahra and her siblings uncover a story of an event that affects the lives of their family, community and the nation. (more…)

The Importance of Representation on Our Stages: Role Models for Young Audiences

By Rives Collins

Story Summary:

In this story, Rives Collins, Assistant Professor at Northwestern University,  recalls his work directing plays for children.  He shares the discoveries the young people helped him make regarding the importance of representation on our stages and the significance of role models for our children. (more…)

My Life as an Engrish to English Translator: Learning to Accept My Korean Immigrant Mother

 by Elizabeth Gomez

Story Summary:

A story about Elizabeth, an “Army brat”, who must navigate the world for her Korean immigrant mother. Through this process she learns to stop being embarrassed by her mother and shifts to fighting for her. (more…)

Standing on the Wall of Derry: An Irish American Confronts the Irish Conflict

By Margaret Burk

Story Summary:

Finding herself on a historical tour of the Wall of Derry in Northern Ireland, Margaret discovers within herself that she is holding on to an ancestral hostility, the kind of hostility that perpetuates hatred, violence and war.  Is this who she wants to be? (more…)

A Brilliant Day: A Dutch Woman’s Courageous Travels in Nazi Occupied Holland

by Peter R. LeGrand

Story Summary:

This story weaves present day observations with the true accounts of Peter’s grandmother, a Dutch Jew, and the incredible journeys she went through during the time of Nazi occupied Holland during World War II. As Peter takes a bike ride along Chicago’s lakefront, observing the ease and comfort of modern day life, he remembers his grandmother’s stories of the dangers of riding a bicycle across rural Holland to secure food for her husband and children. The contrasts of modern living are highlighted against the fears of appearing in public as a Jew during the war.  (more…)

Columbian Runaway: A Latina Pushes Back on the Role of Women

 by Jasmin Cardenas

Story Summary:
Jasmin takes you into the rabbit hole of panic that she faces when she gets engaged to be married. Questions about her identity and her role as a woman surface as she tries to weed through old world Latino expectations while being an educated American woman today.  (more…)

Stand Up! Redlining During the Great Migration and Marching in Marquette Park with Dr. Martin Luther King

by Mama Edie McLoud Armstrong

Story Summary:

Take the journey with 14-year old Mama Edie as she relives her 1966 experience of marching through the violent streets of Marquette Park in Chicago, Illinois with Dr. Martin Luther King, Jr.  Ride the back of the train “up north” in the “Negro section” during the Great Migration from the slave south in search of a better life to only find the practices of “redlining” and Jim Crow blocking your way to a better life for your family.  NOW take a serious look at someone who would tell you to “just get over it.”  How do you heal?

50 years later, Mama Edie was in Marquette Park again to commemorate the original march! (more…)

Surviving and Thriving: When Racism Destroyed 1920s Black Wall Street in Tulsa Oklahoma

By Shanta Nurullah

Story Summary:

This family story describes Shanta’s father and grandparents’ escape from the 1921 Tulsa Oklahoma Massacre. Shanta’s grandfather, a tailor, was forced to flee with his family to Chicago where he was able to re-establish his business. (more…)

Black & White: Stereotypes and Privilege

by Storyteller Diggsy Twain

Story Summary:

Diggsy Twain, an African American man, tells a friend about an encounter he had on a train and what he did to stop the stereotype that all black men are angry. Then after telling his story he realizes anyone can stereotype the “other.”  (more…)

Fit In or Stand Out: An African-American’s Battle to Fit into White Culture

 by Storyteller E.B. Diggs

Story Summary:

As a teen E.B. liked being unique but his coaches wanted him to fit in. Then years later as an attorney he wants to hire someone who reminds him of himself. He decides to hire her and let her find out if she wants to fit in or standout.  (more…)

Zebra Children: A Guide to Interracial Dating from the Closet for Immigrants and their Children

by Storyteller Archy Jamjun

Please Note : The following video is part of a comedy routine. The video includes some mild sexual content.

Story Summary:

When in high school, Archy and his Thai family get into a fight about him dating a black girl. Years later, when Archy came out to his mother, he finds that his mother’s racial attitudes have conveniently changed.  (more…)

My Names: Gender Expectations for a Taiwanese Woman

By Ada Cheng

Story Summary:

In this story, Ada Cheng explains the meanings of her Chinese name: Shu-Ju. She explains the connection between her name, her parents’ expectations for her as a daughter, and the cultural expectations for her as a daughter. She details why she chose to stay with the name Ada and what Ada means to her life and her identity. (more…)

To Prove You Are Legal: Immigration from Taiwan

 by Storyteller Ada Cheng

Story Summary:

In this story, Ada Cheng explores her experience with the U.S. citizenship ceremony. She discusses the institutionalized vulnerability that immigrants are subject to during the process of becoming Americans. She also compares her experience as a naturalized citizen with that of one of her invited guests, an older African American man.  (more…)

Complexions of Love: Biracial Children and Folks Who Are Just “Too Dark”

by Storyteller Mama Edie McLoud Armstrong

Story Summary:

This story speaks to the cruelty of the imposed mental conditioning that inspires people to come to despise their own natural attributes. Mama Edie refers to her father who was considered “too dark” to marry her mother by Mama Edie’s great aunt. Mama Edie also reflects on her Mexican American cousin, who thought she looked “too light” or “too Mexican” to feel like a truly loved member of the family. The story explores how this toxic conditioning has often led to people seeing themselves as being “less than,” not as “beautiful” or well-loved. It further explores the impact this can have on family and other relationships, such that Mama Edie’s cousin felt that she didn’t quite belong anywhere.  It ends with a song segment sung in Spanish by Mama Edie that celebrates the beauty and strength of so-called “people of color.”  (more…)

Rosie the Riveter Part III

By Judith Black

Story Summary:

During WWII, men fought on the eastern and western front, but Rosie was the soldier on the home front. Working all shifts and all jobs she plowed her way through a workplace woven with sexism and racism and despite it all, this gal had production levels that turned heads. In this excerpt, you’ll meet an African American Rosie who changed the nature of a 1944 workplace. (more…)

15 WAYS TO TEACH CIVILITY TO CHILDREN

Today’s world is more diverse than ever.  People come from many different cultures and upbringings which can result in conflict and misunderstandings.  Children, from a very young age, need to be taught how to challenge differences in a way that is respectful and productive. 

  • Lead by example
  • Think before you act, or speak
  • Be Kind - always apply the golden rule and be respectful and polite to others
  • Apologize when you’re wrong
  • Disagree with humor, intelligence and intentional understanding
  • Listen with an open mind , free of emotional roadblocks like anger
  • Build character with skills like respect and empathy both at home and at school
  • Demand civility from politicians, celebrities and others who have influence and power
  • Encourage civil behaviors by setting ground rules at home and at school
  • Challenge ideas and perspectives without attacking the person
  • Be tolerant of people who are different
  • Praise good behavior, even if you disagree with what is being said
  • Take a stand by teaching children how to prevent and stop bullying
  • Remind students often why we should be civil
  • Teach children how to become engaged citizens

Download this as a poster to use in your classroom


. . .  Explore the challenges of teaching civility to our young and re-learning civility for ourselves. Go to our Resource :  Be Civil!

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Three Assassinations: Kennedy, King, Kennedy

by Megan Hicks

 

Story Summary:

 Megan was confused when her 9th grade classmates reacted differently to the assassination of President Kennedy than her family did. She didn’t know who was right. And then she learned to listen to what her heart told her was truth for her.
(more…)

Sparta, Georgia

by Gene Tagaban

 

Story Summary:

 Gene travelled by van across the country to see the land of his people. Along his journey, he had the experience of meeting a southern white couple on a backcountry dirt road and an old black man in Sparta, Georgia who fought with First Nation men during the Korean War. (more…)

Navajo Code Talker

by Storyteller Gene Tagaban

 

Story Summary:

 During WWII the Navajo Code Talkers created a code that was never broken. The Navaho were forced off their reservations into boarding schools where they were told not to speak their language or practice their culture. But when WWII started, the United States military reached out to the Navajo to help them create a code using their previously forbidden language.  (more…)

Afternoon with Rachel, Holocaust Survivor

by Storyteller Gene Tagaban

 

Story Summary:

 Gene tells of an afternoon he spent with Rachel, a Holocaust survivor, in Omaha, Nebraska. Rachel, an elderly woman, asks Gene, “Tell me about your people?” Gene tells her of the 1835 Indian Removal Act and how his Cherokee ancestors were forced to leave their homes and walk for 800 miles through the winter months; many died. Rachel replies, “Your people, my people – same.” Later, Gene goes to the Holocaust Museum in Washington D.C. and while being overcome with emotion, is comforted by an African American woman.  (more…)

The Story of My Teacher

By Storyteller Kiran Singh Sirah

 

Story Summary:

 Kiran reveals the experiences of living between two worlds: on one hand, his experiences with racism being one of the few brown boys in his town contrasted with the kindness of strangers as well as the inspiration he received from his storyteller teacher, Mr. George.  (more…)

Mixing It Up

by Laura Simms

Story Summary:

In schools, racial violence often stems from learned bias. Listening to one another is an antidote to the gap between people and transforms bias into deep concern and creative change. (more…)

The Complexity of Our Street – Burying the Unspoken

By Laura Simms

 

Story Summary:

Issues within the same religious group or ethnicity are complex and rarely discussed. Laura grew up on a street in Brooklyn with many kinds of Jews – Orthodox, Conservative, Sephardic, cultural and so forth. As different as they were, they had one thing in common: no one talked about World War II and the Holocaust. Two young children (one from an Orthodox family and Laura from a Conservative background) find a way to memorialize the unspoken through a make believe graveyard. In doing so, they strike up an unlikely and forbidden friendship. (more…)

That Place Within Untarnished

by Laura Simms

 

Story Summary:

 Laura befriends and, then, adopts a former child soldier from Sierra Leone. Years later, Ishmael Beah goes on to become a best-selling author. One day, while speaking on a panel together, she and her grown son hear of the genocide in Rwanda. A woman from Rwanda tells of a child who makes a difficult choice when he finds himself in the same room with the man who murdered his parents. Laura’s son, Ishmael, understands and applauds the child’s choice. He is glad the child will not have to define himself as a murderer and can keep in touch with the place within that Ishmael has once again found – the place within that is untouched by war, murderous alternatives and biases of any sort. (more…)

Close Encounters

by Storyteller Barbara Schutzgruber

 

Story Summary:

 Small town meets big city.  Boundaries are crossed and cultures collide when a Midwest family encounters the boys from New York City. Will they find common ground or confrontation?  (more…)

Escape to Freedom – Germany 1941

by Judy Sima

 

Story Summary:

 Judy Sima tells the story of her mother, Elsa Mosbach. She relates the events leading to Elsa’s escape from Germany during WWII, her encounter with the Gestapo following Kristallnacht or the Night of the Broken Glass, and how she used her father’s WWI medals to gain her father’s release from Buchenwald Concentration Camp.  (more…)

Small Town Silence

by Scott Whitehair

 

Story Summary:

A wannabe comedian in the suburbs of Pittsburgh finally meets a professional comic who is willing to take him under his wing. However, stunned silence over the discovery of a small town’s nasty racial secret destroys a brand new friendship before it can even begin. (more…)

Hasan’s Story: Escaping the Bosnian-Serbian War 1994

by Susan O’Halloran

 

Story Summary:

When former Yugoslavia broke up in the early 1990s, war broke out across the region. Hasan, a Muslim, was a college student in 1992 when the siege against his city, Sarajevo, began. He joined the Army of Bosnia but would do anything to escape and live in peace and freedom. A few of his many adventures are detailed in this excerpt as well as his victory in studying Islam and rediscovering his identity when he came to the United States.  (more…)

A Journey Story

by Storyteller Patricia Coffie

 

Story Summary:

 Storyteller Patricia Coffie learns that traveling to understanding is part of traveling from one physical place to another.  Understanding involves listening first.  Listen to what is said, to tone of voice, to body language and to the silences. Some colleagues of Pat’s give her feedback on a joke she told and help her realize that change, based on understanding, takes action.  Change for the better is always possible.  (more…)

The West Indies: Brer Rabbit Avoids Danger For A Black Family Traveling In America

by Storyteller Donna Washington

 

Story Summary:

 Donna’s father is quite a trickster, and one afternoon in the 1980’s, while her large family was traveling through the south, they ran into a potentially dangerous situation. Donna’s trickster father literally saved our lives.
(more…)

Election Night:  How President Barack Obama’s Elections Changed My Life

by Donna Washington

 

Story Summary:

The night Obama was elected to the presidency, Donna was a lone black woman in a very conservative part of the country. She discovered that it is possible be in a foreign land in her own country. She also found out that the world is full of people with good hearts.  (more…)

Expectations and Surprise: School Segregation and Tracking in the 1960s

by Andy Offutt Irwin

 

Story Summary:

 Andy experienced school desegregation in the 1960s but students were “tracked” which led to a more subtle form of segregation. However, racial tracking led Andy to unexpected friendships.  (more…)

Everybody and Nobody: Racial Default Thinking

by Andy Offutt Irwin

 

Story Summary:

 When Andy was a child living in the Deep South, he visited some of his family in Colorado. A woman out there told Andy, “Everybody in Georgia is a bigot.” This put him on the road to thinking about Racial Default Thinking. Every day this informs his storytelling.  (more…)

Learning at the Dinner Table

by Bill Harley

Story Summary:

 Bill’s mother and father came from opposite ends of the political spectrum which meant that his mother and father’s family did as well. Bill’s father could not tolerate the biased language that was spoken at his in-law’s dinner table. Then, one Thanksgiving dinner, Bill’s father can take the bigotry no longer and speaks out. Bill learns a valuable lesson about the importance of taking a stand.  (more…)

I’m Gonna Let It Shine – It’s In All of Us

by Storyteller Bill Harley

 

Story Summary:

 Bill gathers a group of musicians together to record an album of Civil Rights freedom songs. However, they learn that they can’t assume they are all on the same page or that underlying emotions and biases aren’t in play.  (more…)

A Child’s Eye View

by Storyteller Cynthia Changaris

 

Story Summary:

Growing up in Charleston, South Carolina during Jim Crow, Cynthia is baffled by why Black people get to ride in the “best part” of the bus, the back of the bus with the great view out the rear window. She plays with a young boy named Sammy when his mother comes to help Cynthia’s mother with the ironing. Cynthia doesn’t understand when her mother tells her that Sammy is dead and that he died because he couldn’t get to a “colored hospital” in time. When she was 12, Cynthia’s mother takes her to an integrated church service in Winston Salem. Cynthia is able to sense the danger but her heart feels full and happy to be in this circle of women.  (more…)

Seriously…What Did You Call Me?!

By Onawumi Jean Moss

 

Story Summary:

 While getting a passport to prepare for a trip abroad, Onawumi Jean discovered that her name is not on her birth certificate. Her aunt is able to clear up the mystery by disclosing a concession Onawumi’s mother made to get along and keep her job in the Jim Crow South. As an adult, Onawumi arranges a naming ceremony where she is able to honor her past and celebrate her creative present and future. (more…)

The Teacher as Learner

By Nancy Donoval

 

Story Summary:

Nancy shares some of her favorite teaching moments when students from different cultures turn the tables and teach her about stories from their cultures. Second grader, Luis, tries to be patient with his teacher, but despairs of ever getting Nancy to pronounce “pantalones” correctly. Nancy learns just how challenging it is to communicate in another language.  (more…)

JustStories Events

juststoriesheader

The JustStories Storytelling Festival was produced for ten years in the Chicago area. Professional storytellers led audiences of schools students, teachers and adults in powerful stories about race and diversity. Facilitation among the audience were an important part of these gatherings. Organization of this project was by interfaith and local schools and agencies in Chicago and suburbs. The last of these festivals was produced on Facebook. Be creative and adapt these ideas for your own school or organization.

 

2013 JustStories Festival (PDF)

2012 JustStories Festival (PDF)

2011 JustStories Festival (PDF)

2010 JustStories Festival (PDF)

2009 JustStories Festival (PDF)

2008 JustStories Festival (PDF)

2007 JustStories Festival (PDF)

2006 JustStories Festival (PDF)

2005 JustStories Festival (PDF)

2003-04 JustStories Festivals (PDF)

The Restaurant Story: A French American Becomes More Visible

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THE RESTAURANT STORY:
A FRENCH AMERICAN BECOMES MORE VISIBLE

By Michael Parent

Introduction:

Do you know how it feels to be looked at like you don’t quite measure up, like you’re not as valuable as someone else? Sure. We all know the sting of a put down, whether done with words or with body language. In this story, Michael Parent tells of such an encounter and how the people involved set the record straight.

Summary:

Storyteller Michael Parent easily sets the stage for this story by giving the listener a bit of background on Franco-Americans. He compares their invisibility as a result of trying to fit into the new country to the powerful visibility of some of America’s more recent immigrants. With the stage set, listeners can easily connect to the ignorance experienced by many immigrants. Listen and feel the empowerment!

Classroom Reflections & Activities:

  • Create several scenarios of ignorance about immigrants for students to role play and respond to. Encourage empathy in the responses.
  • “Myth Busters.” Generate a series of comments or beliefs about immigrants written down on notecards for students. Distribute the cards and have students work in small groups to research the comment or belief to discover if it is fact or myth. Noting the origin of the comment or belief could also be interesting.
  • Have students journal about a time when they felt inadequate or not as good as someone else. Describe not only the event, but also the feelings experienced.

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Watch the video now

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THE DR. KING HOLIDAY : DAY OF SERVICE Contributing vs. Taking ?

What is the difference between contributing and taking? Do the students of today understand this distinction? Can they put it into practice? As educators, it is our responsibility to ensure that the mlk-stampyouth of today play a role in positively contributing to our society. After all, we want our future leaders and caregivers to build our communities up and expand our resources, rather than become those who tear down our quality of life.

It is important to discuss with students, on a regular basis, the value of contributing. Contributing to conversations, to programs, to the world in a positive way. Contributing means giving or donating. It could refer to time, energy, talents, money, or resources. Students should see that everyone, regardless of age or race, has the ability to contribute to our world in a positive way and make a difference. That is how we learn about each other – values, cultures, beliefs. And that is how we make our world a better place for everyone. 

Taking is just that. Taking. It doesn’t offer anything in return. It isn’t helpful. It isn’t kind. It doesn’t improve the quality of life for anyone – except the taker, and that is usually temporary and minimal. All actions have consequences. Taking can suggest a negative action and has a negative consequence. Contributing, on the other hand, is a positive action with positive consequences. Contributing often has a ripple effect – impacting people positively miles away and generations apart.

How can schools and teachers impart these valuable life lessons to students? Below are a few tips:

  • Value the opinions, beliefs, and experiences of every student. Encourage students to form their opinions based on fact, not rumor.
  • Encourage students to share in class. Tying academic lessons to life experiences cements understanding of those lessons. Don’t be afraid to allow the lesson to drift to this area. The results are priceless.
  • Provide opportunities of service and volunteerism for students. Some schools even require students to participate in some sort of service. Have students select a service, and then have them sign an agreement to complete the task.
  • Expect students to participate positively while in school, and support activities that promote student service.
  • Set up a field trip (or several) during the school year where the entire class participates in an act of service.

 

FOR FURTHER IDEAS ON THESE THEMES  SEE RACEBRIDGES RESOURCE :

GIVING IT BACK : SERVICE LEARNING IN YOUR CLASSROOM 

Teasing: Warning Signs and Tips for Eliminating This Type of Bullying from Your School

We’ve all heard the words…….those biting, painful, judgmental words that puncture the spirit and cut deeply into the self-esteem. “Teasing becomes bullying when it is repetitive or when there is a conscious intent to hurt another child. It can be verbal bullying (making threats, name-calling), psychological bullying (excluding children, spreading rumors), or physical bullying (hitting, pushing, taking a child’s possessions).*

Teasing can and does have profound effects on students. Bullying of this type is as old as time, and will likely always be a major issue at schools. But, there are things teachers and schools can do to combat its prevalence. It begins with knowing what to look for. Below is a list of some basic warning signs to be aware of, as well as a list of tips to help your school eradicate teasing from its walls. 

Who is most at risk to be teased or bullied?

“Victims of bullying are often shy and tend to be physically weaker than their peers. They may also have low self-esteem and poor social skills, which makes it hard for them to stand up for themselves. Bullies consider these children safe targets because they usually don’t retaliate.”*.

Warning Signs*:

  • Increased passivity or withdrawal
  • Frequent crying
  • Recurrent complaints of physical symptoms such as stomach-aches or headaches with no apparent cause
  • Unexplained bruises
  • Sudden drop in grades or other learning problems
  • Not wanting to go to school
  • Significant changes in social life — suddenly no one is calling or extending invitations
  • Sudden change in the way your child talks — calling himself or herself a loser, or a former friend a jerk

Tips for Eliminating Teasing at Your School:

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* Scholastic Parents. (n.d.). Retrieved 12 6, 2012, from scholastic: http://www.scholastic.com/

Explore the many free lessons, resources and videos with themes of community building and inclusion found on our web sites.  

The Power of Storytelling: 7 Reasons to Incorporate Stories in Your Classroom

Download “The Power of Storytelling” here

Stories do so much more than merely entertain; they can boost brainpower, build bridges, and even impart a little wisdom. If you need a reminder about the power and promise of storytelling, here are seven wonderful—and maybe even surprising—reasons to make stories part of your teaching toolbox: 

1.        Instill values.

We all know the phrase “the moral of the story.” That’s because it’s so much easier to convey values—anything from the virtues of hard work to the need to respect others—through stories. And this educational technique has been around forever—from the Bible to Aesop’s Fables to fairy tales and nursery rhymes.

2.        Make writing easier.

If students get in the habit of telling stories, which require a sort of composition in the brain, they are likely to find the act of writing easier. They will be used to searching their memories for relevant details, organizing the narrative, and thinking about how and what they want to communicate to their audience.

3.        Nurture empathy and understanding.

By sharing our individual stories and personal histories, we tell other people who we are. And by listening to others’ stories, we learn who they are. In the classroom, listening to each other’s stories helps us see each other in new ways, to understand where other people are coming from, and what makes us all unique or the same. In this way, stories have the power to foster empathy and new connections among different groups of students.

4.        Help them make mental connections—and maybe even do better in math?

There’s a reason we use “story problems” in math class. A new study suggests that preschool children’s early storytelling abilities are predictive of their mathematical ability two years later [http://www.nationalliteracytrust.net/Pubs/oneill.html]. This study echoes other recent research on the value of storytelling to teach the “whole brain” using the multiple intelligences and the integration of thinking in the left and right brain.

5.        Boost critical thinking.

We all know there are two sides to every story, and what better way to help students truly comprehend that than through storytelling. Just as one student’s version of an event may be quite different from another, so one nation’s perspective on history might be very different from ours. By exploring different versions of one event or story, you can open students’ minds to new ways of thinking.

6.        Pass on new language.

Just as they do in reading, listeners pick up new words and language patterns through stories. They learn new words or new contexts for already familiar words. The more stories they hear, the more they pick up on narrative patterns and start to make predictions about what will happen. That experience helps readers at all levels tackle new and challenging texts.

7.        Banish boredom.

It may seem obvious, but stories are simply so much more fun than lectures, workbooks, and the chalkboard. When students’ minds start to check out—or their bodies start to slump—reenergize the mood in the classroom with a storytelling lesson or activity.

For more ideas and resources on storytelling in the classroom,
check out the FREE resource available
Storytelling : A Toolkit for Bridging Differences & Building Community

 

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Reflecting on Dr. King: Taking a Stand: Teaching Our Students to Consider Those Less Fortunate

What can students learn today about the highly influential Dr. Martin Luther King, Jr.? So much is accessible for students to learn about the man and his works that it is impossible for students today to be a part of our society and not know of him. He changed our country, our mentalities about liberty and human rights. It is nothing short of amazing what one man with a powerful voice can accomplish in a fleeting period of time.

Students should be able to take away from a study of his life and accomplishments the strong set of values
that he possessed. Values that he saw as so basic, everyone should have them.

He was, and still is today, a commanding authority on the rights of the individual. He spoke for those who had no platform and no hope. He opened doors that had been sealed shut. He encouraged volunteerism and a serving spirit. 

Below is a list of service opportunities that students could participate in during the school day, either in school or in the community. There is no more fitting place for Dr. King’s values to be put into practice than with the youth of today. Explore these opportunities with your students, and let them choose  one or many to participate in. When students are allowed a voice, their voices become much stronger.

  • Organize a food drive
  • Make crafts for kids in the hospital or those in nursing homes
  • Shovel snow, rake leaves, sweep floors, etc. for neighbors
  • Paint a mural in the community
  • Clean up an area of the community that needs work (parks, for example)
  • Plant trees for the community
  • Research your community to see what their needs are
  • Help out at an animal shelter
  • Deliver meals to the elderly
  • Babysit for a single parent for an evening
  • Collect recyclables
  • Serve meals at a homeless shelter
  • Organize a clothing drive for kids in need

 

Explore the many free lessons, resources and videos with themes of community building and inclusion found on our web sites. 

Reality Check: Truths and Myths of the Native American People

.What do you know about the Native American culture?
.What are the stereotypes and realities?
.

What do today’s schools and teachers know about the Native American people?

Take the quiz below to see if you and your students can
identify the truths and myths of this culture.

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  1. T or F    All Native American tribes live in tipis.This is untrue. While several tribes live in tipis, not all Native American tribes do. Encourage students to explore the dwellings of other tribes, and why tipis are not appropriate housing for all tribes.*.
  2. T or F    Native Americans worship nature and animals.False. While Native Americans hold great respect and honor for nature and animals, they do not worship them. Their belief system centers on one creator who goes by many names. Be sure to clarify the difference with students.*.
  3. T or F    A medicine man and a shaman are the same thing in Native American culture.Couldn’t be further from the truth. In Native American culture, a medicine man is someone who uses herbs to treat illness or injury. A shaman in of European descent, and have no connection to the Native American culture at all. Be sure to use correct terms when teaching students about the Native American people.*.
  4. T or F    Native Americans are lazy or refuse to work.Untrue. To understand this perception, it is necessary to know the background of this culture. Once America was “discovered,” Native Americans of all tribes were expected to completely adapt to the new culture. This meant changing beliefs, ways of life, clothing, personal appearance, dwellings, etc. When the Native Americans refused to adapt, misconceptions of work ethics developed into full-blown stereotypes that still exist today.*.
  5. T or F    Native Americans are uncivilized savages.Just plain wrong. The terms “uncivilized” and “savage” imply that these people were blood-thirsty for battle. While some Native American tribes are considered warriors (often at war), it should not be taught that every tribe was seeking to kill. Also, these words suggest that Native Americans ran about without any system of morality. Native Americans had (or still have) their own system of laws and punishment.  Living by a different set of guidelines does not characterize civility.*

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*(n.d.). Retrieved 9 5, 2011, from http://www.bluecorncomics.com/stertype.htm#hallofshame

Passing for WASP

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PASSING FOR WASP
By Carol Birch

 

 

Introduction:

Trying to assimilate into another culture is a difficult task. In an effort to fit in with the population in their inner city and later suburban city, storyteller Carol Birch recounts personal experiences she had with this difficult task. The desire to be American has everything to do with uniqueness and nothing to do with being just like everyone else. Listen as Carol shares how her father embraced all of his cultural heritages.

Summary:

Storyteller Carol Birch believes this statement: “To build a bridge from one culture into another and make pluralism a cause for celebration, we have to have one foot firmly planted in who we are.” However, in exploring her Polish and Scottish roots, Carol wonders if she’s really been living what she teaches. Join her as she recalls personal family stories of her cultural background, and celebrate as the family embraces their heritage.

Classroom Reflections & Activities:

  • Have students find out about their own cultural backgrounds, and then share these with the class.
  • Provide time for students to research what a WASP is, and why it is part of American history.
  • Give students an icebreaker activity that allows them to ask about the cultural heritages of the other students. Create a worksheet with a list of things for students to investigate about their fellow classmates, such as: find a student whose cultural heritage speaks Spanish, find a student whose cultural heritage practices a religion different from your own, find a student whose cultural heritage celebrates a holiday you are unfamiliar with, etc. This allows students the opportunity learn about others in a non-threatening way..

Watch the video now

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Explore our many other free storyteller-videos and
lessons for classroom, group or individual use :
RaceBridges Studio Videos

Nurturing Civility in Schools

“Yes, we need civility now more than ever. The teaching of civility begins in families, is further nurtured in classrooms and schools, and comes into full bloom as students become young adults, parents, community members, and citizens. And then, hopefully, the cycle begins anew with the next generation.”      -Mary Kimball*

When we think of how we want our children to act and of how we want them to treat others, it is easy to give a clear description. It is not, however, so easy to detail how to go about teaching children to value others – their opinions, beliefs, and backgrounds.

Because civility is based on consideration and respect toward others, it is important to first teach our children to be respectful of others. How can we translate this into lessons and activities at school?   Below are a few tips for incorporating civility in your classroom and school:

  • Encourage the basics of politeness – please and thank you..
  • Model civility. SHOW how you want students to behave toward others..
  • Allow sharing by students in class, giving time for others to ask questions for understanding..
  • Stop unwanted behaviors firmly, clearly, and consistently..
  • Create a list of classroom expectations by students. If they create it, they will show ownership and more self-accountability to adhere to the expectations..
  • Construct lessons that embrace the differences of students..
  • Generate regular opportunities for students to not only interact with one another positively, but collaborate with each other. Group projects, presentations, class activities, etc..
  • Make time to discuss cultural backgrounds. Celebrate whenever possible..
  • For a smile, visit the link below detailing George Washington’s Rules of Civility & Decent Behavior.(It would be nice if many of them could be used in schools today, though!)http://foundationsmag.com/civility.html.

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*Kimball, M. (2011, 3). Retrieved 5 12, 2012, from Weilenmann School of Discovery: http://wsdpc.org/2011/03/civility-now-more-than-ever/

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.For further ideas and classroom activities on civility see RaceBridges
resource Be Civil ! and Keep the Peace.

Not just another day off : How teachers can help students celebrate Dr. King’s Birthday

Dr. King Day : Turning Dreams Into Deeds

On January 16, will your students be thinking about the real reason for the national holiday? Or will they simply think of it as one part of a nice three-day weekend?

For so many students — and teachers alike — the birthday of Martin Luther King, Jr. is just another day off, rather than an active celebration of the life of America’s most prominent peacemaker. White students in particular may not think this holiday has much to do with them. And with an African-American leader in the White House, today’s young people may be thinking that racism is a thing of the past — a problem for older generations, not theirs. But in spite of great strides made since the Civil Rights era, racism still presents serious challenges for America. 

King Day offers a timely opportunity to remind students of these challenges, and encourage them to reverse the damaging beliefs, behaviors and systems associated with discrimination. So what can you do? The educators at RaceBridgesforSchools, a nonprofit initiative that offers free lesson plans on diversity and community-building, have these suggestions to help you bring Dr. King’s message and mission into your school.

  1. Promote service learning.Many people are not aware of the service component of the holiday: in 1994 Congress designated the King Holiday as a national day of volunteer service. Instead of a day off, Congress asked Americans of all backgrounds and ages to celebrate Dr. King’s legacy by serving the community. Do this at your school by organizing a day of service: students can serve at a soup kitchen, plant trees or deliver meals to homebound persons..
  2. Write a commitment pledge to racial unity at your school. King Day is an excellent time to develop and commit to a pledge against racism. Get students and faculty engaged in the process where all can contribute in a reflective and honest way to write this pledge. Have the completed pledge printed up in a large format, and encourage school administrators to adopt the pledge, distribute it, and have the students say it together at a special time during the week before King Day..
  3. Start an anti-racism or diversity club for students and/or faculty.Now’s a great time to form a group that focuses on many of the challenges Dr. King spoke of. You can begin by discussing issues and themes of ethnic and racial differences and conflicts at your schools, and move on to consider what positive actions you would like to take as a group to address these issues..

Martin Luther King’s son, Dexter, in a speech initiating the national holiday for his assassinated father, said, “The holiday for my father is not just for black people…the holiday for the birthday of my father is for all people of goodwill everywhere.” As schools work to recognize and celebrate Dr. King’s legacy, MLK Day can become more than a day off, and a more meaningful celebration for students of all backgrounds.

For more ideas about celebrating the birthday
of Dr. Martin Luther King, Jr. –and resources and
lesson plans for encouraging diversity year round —
visit RaceBridges Studio

Learn More About Kwanzaa

Kwanzaa is a relatively new holiday, first created in 1966 by Dr. Maulana Karenga. Some have gone so far as to say, it’s not a “real” holiday because it is so new. But whether a holiday was created last year or centuries ago, someone and some people created it because it filled a deep human need to ritualize what gives us strength and meaning in life. The fact that Kwanzaa celebrations grow each year within the African American and Pan-African communities worldwide shows that this holiday has become an important way to reinforce what it means to be of African heritage and a lover of community, justice and equality.

Here is a short video that explains the broad strokes of the holiday and the official website and book by Dr. Maulana Karenga.

Resources:

http://www.officialkwanzaawebsite.org

Kwanzaa: A Celebration of Family, Community and Culture by Dr. Maulana Karenga (Los Angeles: University of Sankore Press)

KEEP THE PEACE!

Creating safe, welcoming communities is the job of the entire school—teachers, administrators,

staff, and students—but even small changes can make a big difference.

This resources suggests some mini-lessons and ideas for “keeping the peace” in your classroom.

Purpose

  • To identify causes of bullying, harassment, and/or violence
  • To understand the importance of creating safe, welcoming school communities
  • To identify and practice strategies for preventing and disrupting bullying, harassment, and/or violence
  • To encourage community building through activities and storytelling.

Outcomes

By the end of this lesson, each student will:

  • Understand the deeper roots and causes of prejudice and violence.
  • Have created and practiced strategies for de-escalating tense situations.
  • Have shared and listened to stories designed to encourage empathy and community building..

Download the “Keeping the Peace” Resource

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If you are interested in this subject you might like
FINDING NEW WORDS : A Resource
for Addressing Bullying at School

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Indian Boarding Schools — Part One

NOTE: As we take the month of November to celebrate the contributions of the First Nations, we want to witness also the sad truth of attempts at the genocide of the American Indians and their cultures. Particularly, we take this month to focus on the Indian Boarding Schools. We offer these four articles because as the saying goes “those who do not know history are doomed to repeat it”, but also because we cannot support and celebrate our American Indian students, friends, co-workers and neighbors without understanding the context in which their very survival has taken place and their many contributions have been made.

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Imagine a government that you don’t trust, that has already killed so many in your group and broken promise after promise, coming to your door and demanding that you hand over your child. The government officials promise your child will be back from their “school” in the summer but year, after year, after year goes by and your child is not returned. This and similar stories were repeated in First Nation homes from the late 1800s to the twentieth century as American and Canadian Indian children were taken from their homes to attend United States government-run Indian boarding schools.

At the schools, the children were forced to give up their native language as well as their spiritual and cultural practices in order to look and sound like European Americans. They were forced to wear western dress, to cut their hair (a mark of shame in many First Nations’ cultures), to have “kerosene rubs” to lighten their skin, to be indoctrinated into western religions and to endure long hours of forced work duties. Those who did not cooperate or tried to run away were often harshly punished and beaten. The geographic isolation and separation from their tribal and familial support system made far too many of these young children easy targets for sexual predators.

A 1928 study titled “The Meriam Report” found that infectious diseases were widespread at the schools because of insufficient nutrition, overcrowding, poor sanitary conditions and weakening from overwork. Death rates for First Nations children were six and a half times higher than any other ethnic group. Yet, the schools continued. Young adults, some who were married with their own children, were also separated from their families and sent to the schools. At its height, there were 153 Indian Boarding Schools in the U.S. The highest recorded number of children in Indian Boarding Schools was 60,000 in 1973.

After the 1973 protest by American Indian Movement activists at Wounded Knee, South Dakota, a resurgence in American Indian pride and activism put an end to the worst of the boarding schools. Some boarding schools still exist today for students who would not otherwise have access to education on their reservations. Today, the staffs of these schools are primarily Native American. The students’ languages and cultures are supported. Young ones are no longer told that their spiritual practices worship “false gods”.

Below are statements from two people who attended Indian Boarding Schools. A friend of mine, storyteller Elizabeth Ellis, often says, “If someone can stand to experience it, then I can stand to hear it.”

NEXT WEEK:  Why would we want to know about and even teach about this tragic period in U.S. History?  –  Part 2


Indian Boarding Schools — Part Two

Why is it important that we acknowledge and even study about the existence and the abuses of the Indian Boarding Schools? 

  1. We cannot build any kind of future on a foundation of lies. Some children, thank goodness, had some positive experiences at some Boarding Schools. However, the secrecy and manipulation that surrounded the entire initiative to assimilate Indian children (“Kill the Indian in the child”) damaged and still affect possibilities for future collaborations between First Nations and any institutions or organizations of the dominant culture. Trust cannot be rebuilt unless the whole truth is told, full responsibility is taken and those responsible are held accountable. Furthermore, we can never find remedies for problems, unless we first examine and understand the nature of those problems. We cannot transform something without first acknowledging that it exists..
  2. Knowing the truth of this travesty gives a context for the devastation experienced in many Indian families and communities for the last several generations. While similar social ills are present in every community, the lasting effects experienced by any who were taken or those who know and love someone who was kidnapped, tortured and held against their will makes the mental health, domestic violence, drug abuse and fractured family issues within Indian communities more understandable. It is important not to give credence to those who would re-stereotype First Nations (“Oh, that’s why ‘they’ are that way…”), but to put responsibility on those who caused the widespread need for these coping mechanisms and insist that the demands from the Indian nations for more mental and physical health resources, adequate housing, superior education and such be met..
  3. The unimaginable scope of this tragic chapter in U.S. and Canadian history should put an end to any minimizing of the Indian experience. Sometimes, the planned genocide of Indian people is dismissed as if a card game has ended: “You lost; get over it.” The Truth and Reconciliation Hearings in South Africa, Canada and other countries have shown that healing is dependent on the WHOLE story being witnessed and heard. It supports the victims in their grief process, gives them the validation and exposure of the perpetrator they seek and helps them understand and accept the unquenchable longing for all that was lost. In an article by Judith Lewis Herman entitled “Justice from the Victim’s Perspective”, Herman states, “Community denunciation of the crime was of great importance to the survivors because it affirmed the solidarity of the community with the victim and transferred the burden of disgrace from victim to offender.”.
  4. In addition, acknowledging these crimes makes it possible for the descendants of the perpetrators and for those of us who have benefited from white skin privilege to acknowledge what we may have indirectly gained because of this planned genocide. For example, I may not have direct dealings in the fact that people’s lands were taken or that others were forced into labor camps. We are never at fault for what happened in the past. This is not about good and bad people. Most of us are good people who would never knowingly hurt others. It is about understanding that any  wealth or advantages that come my way are not simply because my ancestors “worked” hard but acknowledging that my position in life is attached to an inheritance in blood. Again, this realization is not to make us walk around guilty and impotent.  Owning the whole truth can make us powerful allies, open to taking part in the need for reparations and any other acts of justice that can begin to tackle the need for redress..
  5. When one group seeks to conquer another, their repertoire of repression is all too similar. When any culture or country is colonized by another, children become part of the playbook for take-over and are easy pawns in the game. In the 1650s, when England was colonizing Ireland, during one decade, over 100,000 Irish children were taken from their parents and sold as slaves in the West Indies, Virginia and New England. In Australia, aboriginal children were stolen from their homes from 1909 to 1969. As recent as the 1950s, 22 of Greenland’s children were sent to Denmark for the start of a larger experiment to create an elite-group of Danish-thinking Greenlanders who could go back to Greenland and affect (or infect) the education and other institutions there. Again and again, this belief in the superiority of one group over another and the foisting of its ways upon the oppressed group fails, but leaves in its wake a terrible legacy of death and destruction (half of those 22 Greenland children were dead by their early twenties). Knowing about the Indian boarding schools, unfortunately, gives us a quick, shorthand understanding of the challenges facing oppressed groups around the world..
  6. Learning and teaching about the Indian Boarding Schools also gives us a context to celebrate and be inspired by all the ways Indian people have survived and even thrived given all the genocidal attempts on their communities. The Boarding Schools unwittingly created lifelong intertribal friendships and a new spirit of Pan-Indianism into this century. American Indians have and are accomplishing notable contributions in every field of endeavor throughout the Americas. The fact that so many Indian children and adults were able to call on a spirit inside of them that could not be extinguished, no matter what was happening to them externally, provides a testament to human strength and to a nurturing, indwelling grace that can inspire all of us. 

 

NEXT WEEK: The U.S. and Canada apologize to First Nations for the Indian Boarding School kidnappings. Whose apology was better may surprise you – Part 3

Resource:

“Encyclopedia of American Indian Contributions to the World: 15,000 Years of Inventions and Innovations” by Emory Dean Keoke and Kay Marie Porterfield

Indian Boarding Schools — Part Three

On June 11, 2008, millions of Canadians tuned into a live, nationally-television apology to the First Nations from their Prime Minister, Stephen Harper. In this historic speech in the House of Commons, the Canadian government took full responsibility for the Canadian government’s attempts to assimilate First Nations children “causing great harm that has lasted for generations”. Harper went on to outline compensation for former residential school students, the creation of an ongoing Truth and Reconciliation Commission as well as increased funding for child welfare and education.

The United States passed the Native American Apology Resolution in 2009 that acknowledged a “long history of official depredations and ill-conceived policies by the Federal Government regarding Indian tribes” and offered an apology “to all Native Peoples on behalf of the United States”. However, by contrast, President Obama signed this resolution on December 19, 2009 in a ceremony that was closed to the press.

Armand MacKenzie, the former Senior Advisor on International & Human Rights Affairs at the Congress of Aboriginal Peoples of Canada emphasized the importance of full, public disclosure.  “It was really something great to see the Apology done in public,” he said. “The injustices were a result of state policies and practices. They need to be accountable, otherwise governments can do what they want without consequence.”

In the U.S. House of Representatives, Republican Senator from Kansas, Senator Sam Brownback and Democratic Senator from North Dakota, Byron Dorgan, tried for five years to pass an Apology when, finally, the bill was approved by tucking it away on page 45 of a 67 page document of an unrelated spending bill, 2010 Defense Appropriations Act, H.R. 3326.  In addition to being less public, the United States apology missed the opportunity to detail the government’s transgressions. While the original preamble to the U.S. bill detailed specific crimes and offenses as the Canadian apology had – the Trail of Tears, the Long Walk, the Sand Creek Massacre, and Wounded Knee, the theft of tribal lands and resources, the breaking of treaties, and the removal of Indian children to boarding schools and so forth – the U.S. preamble was deleted from the final version of the bill.

Too few Americans even know about the Indian Boarding Schools and the U.S. Native American Apology Resolution, let alone include it in the national discourse. It has been said that “those who do not know history are doomed to repeat it”. Unfortunately, the mistakes of our past are being repeated today. Prime Minister Harper stated that “There is no place in Canada for the attitudes that inspired the Indian residential schools system to ever prevail again.” Because these attitudes of superiority still “prevail” hundreds of Indian children are still being removed from their homes into non-Indian foster care and the promises of sovereign rights plus education, housing and health care are slow in coming to the First Nations in both Canada and the United States.

NEXT WEEK: We’ll look at how the attitudes and thinking that produced the Indian Boarding Schools still exists today and the injustices perpetrated because of that – Part 4

Resources:

 

Indian Boarding Schools — Part Four

After a century of government policy that forcibly removed tens of thousands of First Nations’ children from their homes and sent them to boarding schools that basically amounted to forced labor camps, The U.S. Congress passed the Indian Child Welfare Act in 1978  (ICWA) to put an end to this and other policies toward American Indian families and children. The ICWA was enacted “… to protect the best interest of Indian children and to promote the stability and security of Indian tribes and families by the establishment of minimum federal standards for the removal of Indian children from their families and the placement of such children in foster or adoptive homes which will reflect the unique values of Indian culture. …”

In addition to the Indian Boarding Schools, the law was to address “the consequences to Indian children, Indian families, and Indian tribes of abusive child welfare practices that resulted in the separation of large numbers of Indian children from their families and tribes through adoption or foster care placement, usually in non-Indian homes.”

Prior to the 1978 law, 85 to 95 % of First Nation children were placed in non-Indian homes when they went into foster care. Unlike non-Indian adoptions where only birth parents can object to an adoption, the ICWA is supposed to give a tribe, as well as the biological parents, standing in adoption cases. Placement within a child’s tribe is to be given preference.

But a study in 2005 study by the Government Accountability Office (GAO) found that 32 states are, in various ways, failing to comply with the Indian Child Welfare Act. It found that the ICWA is the only federal child welfare law of its stature without any kind of regular federal review or a federal agency to take over its oversight. The controversy over a 2011 National Public Radio special report that claimed a systematic abuse of South Dakota’s Indian children along with the 2013 Oklahoma Supreme Court Case, Adoptive Couple v. Baby Girl shows the complexity of these issues and the maze of federal, state and tribal jurisdictions that one must negotiate to even monitor the quality of care for Indian children.

These recent allegations and disputes along with continued legal battles over land use, protection of Indian burial mounds, mineral rights, the mismanagement of Indian trust funds and on and on shows that Indian issues are not historical glitches but a continuing search for justice and common human decency.

How do we make these and other challenges to the First Nations part of the national discourse on race and fairness? How do we have any hope in living up to the ideal of “justice for all” if the First Nations’ rights are continually ignored?

American Indian journalists, teachers, writers and media experts of all kinds need platforms so that their voices are heard and those of us who are non-Indian and woefully ignorant of current Indian issues can be educated.

We are grateful to announce that authors and storytellers, Tim Tingle of the Choctaw Nation, Dovie Thomason from the Lakota and Apache Nations and Joseph Bruchac of the Abenaki Nation have agreed to contribute articles to the RacebridgesForSchools site in 2014.

Resources:

 

Today’s First Nations Youth speak:

I Wanted to be an Indian

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I WANTED TO BE AN INDIAN
By Jo Radner

 

Introduction:

Take a moment to think about the most exciting wish you hoped would come true. Now imagine that all of those thrilling dreams were suddenly shattered by startling antics of your ancestors. Experience the heartbreak and the steps taken to move forward from these revelations in this touching story by Jo Radner.

Summary:

Stories about our ancestors help us to understand who we are. They help us to grow and become who we were meant to be. Encountering troubling revelations about her forebears and their Indian neighbors in colonial New England, Jo asks what it means to tell — and live with — her whole, complex history. Listen as this relatable and engaging true story is recounted.

Classroom Reflections & Activities:

  • Provide time for students to research personal ancestral history, and allow them to share stories of their families.
  • Hold a class discussion involving little known sad stories of different cultures. Encourage students to share feelings and prior knowledge of the culture..

Watch the video now

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Explore our many other free storyteller-videos and
lessons for classroom, group or individual use :
RaceBridgesStudio Videos

 

HOW WELCOMING IS YOUR SCHOOL CLIMATE ?

If we are to achieve a richer culture,
rich in contrasting values, we must
recognize the whole gamut of
human potentialities, and so we
weave a less arbitrary social fabric,
one in which each diverse human
gift will find a fitting place.

– Margaret Mead

 

There’s a lot that we can do to make our classrooms more welcoming, but it is also important that schools as institutions are inclusive at the “macro” level. You might use some of the suggestions below in your classroom, but many of the suggestions are meant to be used at the institutional level. Try getting some teachers together to consider some of these ideas.  The further step is to move a specific agenda forward with the school administration.

For ideas just for your own classroom see Including Everyone: Small Changes to Create a Welcoming Classroom.

In this Ideas blog you’ll find some activities and ponderings to help inspire you on the journey to make your school climate more inclusive. It takes committed teachers to encourage and shape our schools to be welcoming and open.   

Who feels welcome at your school ? : A Classroom Activity
This activity invites your students to imagine a future of equality.

  • Assign students to go on a “scavenger hunt” around the school (if possible, during class time; otherwise, as they change classes and before and after school. Ask them to find images, words, and references to a variety of groups (male and female; a variety of races and ethnicities; students of different socio-economic classes, physical and intellectual abilities, and language groups, and so on)..
  • For ease of record keeping, you may want to create a chart that lists different groups, locations, type of media, and a way to track how often different groups are represented. When students return with their records, share them with the classroom. Discuss who gets represented and why and what that might say about the culture of the school..
  • Then facilitate a discussion with students about what else they might examine in the school to see who is welcomed at the school. They could include such measures as the school budget, the calendar, how the building gets used, what visitors/speakers are invited to the school, the books assigned in English, what plays are performed, who is elected to various positions in the school, how music is chosen for dances, and so on. Are all represented? Who is left out?.
  • Finally, lead a discussion about what it might be like never to see “yourself” (in gender, race, class, and so forth) represented at school. What message does that send? Which students are more likely to succeed?.
  • Action:   Collate all the data the class collected, submit a report to the school administration, and then make suggestions about how to make the school more inclusive and welcoming.

 

Further Thoughts :

  • Take a look around your school: what images are there around the school in posters and pictures, fliers for activities, in the library, and so on? Do these images represent the student body?.
  • Talk to one of your administrators about the position of the school on diversity and inclusion. Ask about how inclusion and diversity are represented in the budget, calendar, and staffing..
  • Take some time to write down what you think the percentages of different groups in the school are; include lots of types of groups—race, class, sexual orientation, nationality/immigrant status, and so on. Once you write down those percentages, ask your administration for the official statistics of the school. Compare the two lists—if you were off-base in some categories, why do you think that is? How might you become more aware of the groups you overlooked?

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You will find many lesson plans and resources on this site to stimulate ideas, discussion and reflection in your ongoing task of seeking to make the climate of your school more welcome. It is often surprising to  discover “groups” who have remained “invisible’ and feel excluded.

WHAT’S RACISM GOT TO DO WITH ME?: How Our History and Context Shape Us and Others

This lesson plan also seeks to help students understand how history influences the present and to be open to the complexity of societal structures, historical causes, and environmental context both in their own lives and in the lives of other individuals and groups. While this lesson focuses on race, class, and gender, the basic principles in these activities apply to any situation that can be analyzed for cause and effect. The skills practiced in these activities will help students think through their own and others’ initial responses and engage in more thoughtful analysis of a situation instead of jumping to conclusions.

What’s Racism Got to do with Me?

How History and Context Shape Us and Others Lesson Plan

 

Talking about race has never been easy. Many people struggle to understand what it has to do with them. It’s natural for young people to think about racism in terms of their individual experience or history (“I wasn’t around during slavery!”) and their own behavior (“I have no problem with black people — it’s not my fault.”). Other students are frustrated by what they see as some racial groups’ inability to get past historical tragedies such as slavery (“It was 500 years ago, time to move on!”) or economic failures (“Anyone can make it in America…look at all the other immigrants.”).

This lesson plan helps students understand how history influences our present, whether that’s the state of race relations today or their own attitudes towards another group of people.

There are three brief activities in this lesson plan that teachers can use separately to introduce the topic or together to reinforce the message that we must know our history if we seek NOT to repeat it.

Help your students understand race, class, and gender in context. Use this lesson to supplement a lesson that requires that students understand the importance of our past and our context.