Students investigate, interview and profile a person working for equity and social change. The person can work on the local, national or international level, with an organization or as an individual. The compiled profiles will form a resource for other students in the future.

People sometimes look the other way when they see an act of discrimination because they do not know how to stop it. This lesson provides students with real-world examples to help them identify peaceful ways to respond.

This lesson revolves around Sherman Alexie’s poignant yet humorous and accessible essay, “I Hated Tonto (Still Do).” It explores the negative impact that stereotypes have on the self-worth of individuals and the damage that these stereotypes inflict on pride in one’s heritage. The reading is supported by a short video montage of clips from Western films. The clips offer students the opportunity to evaluate primary sources for bias and bigotry, as well as providing context for the protagonists’ experiences in the essay.

The nonviolent Civil Rights movement of the 1950s and 1960s included a good mixture of young people, both boys and girls. They worked bravely in the face of a fierce unwillingness by other citizens to granting basic rights to all people. This lesson explores what gave those boys and girls the power to stand up for what was right; how they reacted to the messages they were getting from society; and what today’s students can learn from those experiences.As part of this discussion, students will draw parallels between today’s gender issues and the Civil Rights movement. They will review popular magazines and look at how the media portray girls and boys differently. Afterwards, they will create a found poem to express their views. This activity shows the importance of strong women and gentle men through the screening of "The Children's March," a film about the role of young people in the Civil Rights movement. Teachers receive the film for free; get the details and download the Teachers’ Guide here.

A student reflects on his travel to New Orleans, where he helped rebuild parts of the Ninth Ward.

In my Latino/Latina literature class, my primary intent is to help my students see the inequities created in our society by pervasive racism and discrimination. This project asks that the students watch two hours of

In the early 1900s, Mexican Americans, or Chicanos, in California and the Southwest were excluded from "Whites Only" theaters, parks, swimming pools, restaurants, and even schools. Immigrants from Mexico waged many battles against such discriminatory treatment, often risking their jobs in fields and factories and enduring threats of deportation. In 1945, one couple in California won a significant victory in their struggle to secure the best education for thousands of Chicano children.

What do educators need to participate in an open and honest conversation about the content of The New Jim Crow? Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism.

Estimated Time One week Why? Sharing a book they love helps students develop empathy. Articulating why the book is meaningful to them challenges students to communicate their thoughts and feelings in writing

These Text-Dependent Questions accompany “Mass Incarceration as a Form of Racialized Social Control.”

These questions accompany Teaching 'The New Jim Crow' Lesson 3: Slavery As A Form Of Racialized Social Control.

This activity helps students understand the injustice and dangers of scapegoating an entire group of people during a national crisis.

This timeline accompanies the film "America's Civil Rights Movement: A Time for Justice."

It is a challenge to help students to learn not only about history but also from it.

In this lesson, students learn about the expansion and restriction of voting rights in the United States, examine court rulings, discuss voter disengagement, and explore a voting rights timeline. Students will also learn how to register to vote.

In this lesson, students will learn some common myths about voting today, think through who these myths might benefit, learn why these myths are incorrect and consider how people might ensure every eligible citizen has a chance to vote. In an extension activity, students learn how to register to vote.

Students write informed letters to corporate or elected officials, outlining their views on a social issue and calling for specific action.