Teaching for Change board member Timothy L. Jenkins wrote the article below in 1962. It is sadly relevant today.— This time last year found a small group of students and myself from the deep South strenuously engaged in trying to persuade the Wisconsin Meeting of National Student Congress to adopt the strongest possible statement in support of enfranchising Negroes throughout the South. In the strongest worded resolution, we decried the vicious and hypocritical practices variously employed… Read more.
Our colleague Bruce Hartford, a veteran of the southern freedom struggle who manages the invaluable CRMvet.org website, wrote about how to do education and outreach at protests. He has given us permission to post and share this useful advice. “I’ve recently participated in several protests aimed at building resistance to Trump and Trumpism. But from what I could see, there appeared to be little conscious effort to use those demonstrations as organizing tools in effective ways that were second nature… Read more.
“Our only hope today lies in our ability to recapture the revolutionary spirit and go out into a sometimes hostile world declaring eternal hostility to poverty, racism, and militarism… Now let us begin. Now let us rededicate ourselves to the long and bitter, but beautiful, struggle for a new world.”—Dr. Martin Luther King. Get lessons and resources about Dr. Martin Luther King Jr. and the Civil Rights Movement beyond “I have a dream.” Read more.
Young people are looking for ways to make sense of our current political moment and resist injustice. The student protests across the country since the election have been inspiring. Now students need the opportunity to learn the history of people’s movements in order to deepen their protests into organizing that can win real change. To help introduce a history of resistance, Teaching for Change has created Resistance 101, a lesson for middle and high school classes to use for Inauguration Day Teach-Ins… Read more.
Teachers in New York are organizing a day to #TeachResistance. The Ethnic Studies program at Lewis & Clark College is holding a teach-in to learn, discuss, and act. In her keynote at the National Association for Multicultural Education (NAME), noted educator Linda Darling-Hammond said, “It is time for teach-ins at every school.” Let us know about activities planned for your school or community. To assist these efforts, Teaching for Change is preparing a #TeachResistance lesson for middle and high… Read more.
“The day after the election, students were in tears,” explained DCPS principal O’Kiyyah Lyons-Lucas. “Several parents have asked me to become the guardian of their children if they are sent out of this country.” Lyons-Lucas reaffirmed the school’s commitment to supporting each child, but she could not assure the families that they would be safe. The president-elect campaigned on a promise of deporting thousands of people, therefore telling them “don’t worry” is not an option. The fear of being kicked out of the country… Read more.
On December 2, the Zinn Education Project hosted a packed house for our first-ever People’s History Trivia Night fundraiser. Everyone enjoyed themselves, while learning non-trivial people’s history. The event was co-sponsored by and held at Busboys and Poets (14&V) during the National Council for the Social Studies (NCSS) conference.Classroom teachers and other friends of the Zinn Education Project formed teams, created team names, and responded to questions. Team names included Tribe Called Zinn… Read more.
Still, despite widespread recognition that communication from school to home is valuable, most research to date has centered on parents reaching out to educators. With the NYU study, the focus is on the reverse: communication patterns that originate with children’s teachers. Matthew Lynde Chesnut, a social-studies teacher at Kennedy High School, in San Antonio, Texas, confessed surprise at how much the findings “relate to my own shortcomings as a teacher” at a school with a 98 percent Latino student body. Read more.
The morning after the election, Principal Alethea Bustillo arrived to a school full of distraught staff and worried students. She spent much of the day checking in on every classroom in the building. The public elementary school (DCPS) serves mostly Latino and African American families in one of D.C.’s most racially and economically diverse neighborhoods. Bustillo noted, “What I saw made me really hopeful. The teachers were talking with the kids in a positive way and were allowing the kids to talk about… Read more.
The young people marching near our office in D.C. (and around the country) have given us what author Junot Diaz describes as “radical hope,” the hope that was deferred last week. They also have given us tens of thousands of reasons to carry on. In his essay in the New Yorker, Diaz added, “And while we’re doing the hard, necessary work of mourning, we should avail ourselves of the old formations that have seen us through darkness. We organize. We form solidarities. And, yes: we fight. To be heard. To be safe… Read more.
We were overjoyed to hear that one of the students from a “Teach the Beat” class, Myiah Smith, is the star of the new musical, “Wind Me Up Maria: A Go-Go Musical.” High school teacher Bill Stevens wrote to tell us that Smith, now at Georgetown University, learned a lot from reading The Beat and from the author visit by Charles Stephenson when she was a student at SEED Public Charter School last year. Stephenson visited the school as part of Teaching for Change’s “Teach the Beat” program… Read more.
Teaching for Change is pleased to announce a new edition of Between Families and Schools: Building Meaningful Relationships. The publication addresses two key questions facing schools today: “How do we get more parents involved in our schools?” and “How do we enhance collaboration and communication between parents and teachers?”Between Families and Schools is based on the findings of an action research project on family engagement, complete with stories, suggested actions, and questions… Read more.
On October 13, 2016 Teaching for Change was honored to partner with the Smithsonian American Art Museum for Art and the African American Experience, a program for teachers in celebration of the 2016 grand opening of the National Museum of African American History and Culture. The goal for the evening was to share classroom lessons on African American art that challenge and transcend traditional textbook narratives. National teacher of the year, Jahana Hayes, expressed in her opening… Read more.
We are pleased to announce that the Catalogue for Philanthropy: Greater Washington has selected Teaching for Change for the 2016-2017 catalog. The mission of the Catalogue is “to create strong and vibrant communities by connecting caring citizens with worthy community causes.” The Catalogue is distributed to tens of thousands of potential donors each year. Read more.
The September 14 edition of the KidsPost featured an article on Colin Kaepernick and other athletes who are taking a knee during the National Anthem. While we commend the Washington Post for addressing this topic in the kid’s section of their paper, their approach mis-educates the reader. Here is the explanation by Fred Bowen in the KidsPost for why people have spoken up throughout U.S. history: The United States is a great country. But countries, like people, make mistakes. The United States has made plenty… Read more.
The board and staff of Teaching for Change offer our profound respect and heartfelt appreciation to everyone who worked tirelessly and against all odds to build the National Museum of African American History and Culture (NMAAHC). We’ve seen first hand how precious objects from people’s attics and ancestors can now tell a story for the world to learn from. Here are just a few examples of contributions from our colleagues in the D.C. area to NMAAHC. Read more.
As the school year begins, an inspiring struggle is playing out in North Dakota. Led by the Standing Rock Sioux, Indigenous people from across the United States, Canada, and Mexico are gathering to oppose the $3.8 billion Dakota Access pipeline, which would threaten to contaminate the Missouri River. Dave Archambault, chairperson of the Standing Rock Sioux Tribe, explains: “[I]t is a pipeline that is threatening the lives of people, lives of my tribe, as well as millions down the river. It threatens the ancestral sites… Read more.
One of the greatest organizing efforts to protect land, human rights, and the future of this planet is taking place this month in North Dakota. The Standing Rock Sioux, joined now by members of more than 200 other Native American tribes and other allies, are taking a stand to oppose the Dakota Access pipeline, which threatens to destroy sacred land and contaminate water supplies in the region. Read more.
This summer we’ve had a chance to check out some new titles for elementary, middle, and high school students. We share them here with you. We also encourage you to join us in following the Reading While White (RWW) blog. In celebration of their first anniversary, RWW will review an #OwnVoices title each day for the month of September. They explained, “Rather than talking about what’s wrong in children’s and YA books, we’re going to talk about what’s right. Read more.
NFL quarterback Colin Kaepernick’s refusal to stand for the “Star-Spangled Banner” has provoked a national conversation about athletes, protest, and patriotism. We share resources below for learning more about the history of protest in sports, the Star-Spangled Banner, and the Movement for Black Lives. Kaepernick explained why he will not stand for the anthem: I am not going to stand up to show pride in a flag for a country that oppresses Black people and people of color… Read more.
This year’s presidential election is filling the airwaves with hate speech, both subtle and overt. While shocking and scary, it is sadly not new. Institutionalized racism, classism, sexism, and xenophobia have permeated elections throughout U.S. history. To help provide that historical context, we share below some lessons, articles, and books for the classroom about elections and voting rights. Read more.
This course is for D.C. area teachers who are eager to write about their own classrooms through a social justice lens. One Sunday each month teachers meet to write and revise stories with the goal of each participant preparing a piece for publication. Teachers receive coaching through a variety of writing exercises, and participants provide ongoing feedback to each other. In addition, guest authors attend some of the sessions to share insights and experiences related to… Read more.
The 2016 Américas Award ceremony will be held on September 22 from 2:30 – 4:30pm at the Library of Congress Mumford Room. The award winners are Out of Darkness by Ashley Perez and Echo by Pam Muñoz Ryan. The ceremony is free and open to the public. School groups are welcome. In conjunction with the award, there will be a K-12 teacher workshop with award-winning author Alma Flor Ada on September 22 at 6:30pm. A $25 registration fee includes dinner and a book. Read more.
My name is Andy Grayson and I am a third grade classroom teacher in Alexandria, Virginia. This summer I began volunteering with Teaching for Change, an organization that I became familiar with after attending a district workshop focused on incorporating accurate Central American history into classroom curriculums. I attended the workshop in early November, at a time when I was beginning to feel distant from my curriculum, as if it was running away and I was chasing after it. Read more.
What an experience to see renowned go-go musicians coaching and mentoring students in D.C. classrooms. Students perform with expert guidance, ask questions, and wear out the performers with requests for photos and autographs before they left. Meanwhile, the go-go performers leave with new-found respect for the dedication and hard work of classroom music teachers. The visits began in June and continue through the end of September as part of a special initiative… Read more.
More than 50% of the children enrolled in public schools are people of color or Native American, but only 14% of children’s books published in 2014 were by or about people of color. Unfortunately, Scholastic’s catalog is no exception. Join us in the #StepUpScholastic for ALL children campaign. Write a letter today. Read more.