ELECTION 2016

Title: Teaching Tolerance

Author: Southern Poverty law Center, 2016

Key Points: This article points out the importance for teachers to increase the message of teaching tolerance. This years election has demonstrated to be one of the worst political campaigns in history in my own personal opinion. It has brought more fear, and anxiety in our classrooms.

Relevance: I have seen this fear and anxiety in the classrooms in the school I work at. I have seen a teacher get fired, because of her lesson regarding the election. She was non-bias, but when she tried to get the students to think about and talk about Trump she was told to stop the lesson. This makes me very sad to think as a teacher we are silenced when it comes to educating our students. I think that we need to be sending out the message of tolerance, and that we can use these opportunities to bring up discussions in our classrooms. How would you talk about the presidential debate in your classroom? How would you ease the fears, and anxieties of your students, and/or parents? These are all very good topics to think about, and discuss in our schools. We can't just ignore it in our schools. We can't avoid these hot topics to discuss. We can always learn from these opportunities. We must ease the fears of our students. This is a great article, and there are multiple articles to look at under this short article all pertaining to teaching tolerance.

URL:  http://www.tolerance.org/election2016

We Should Teach "Banned" Topics...

• Title: Ban? No, Teach the Topics.
• Source: Teaching Tolerance Website and Blog/Hoyt J Phillips III/9-26-16
• URL: Here's the Link to the blog post.
• Key Points: Mr. Phillips noted two key themes from the list of 10 most challenged books of 2015- Gender/Sexuality themes, and Religious themes. He understands why they are challenged, but believes that it is critical to have students "engage" with texts like these because it can "serve as mirrors of their own experiences and as windows into those of others." In honor of Banned Books Week, he encourages educators to use a book that deals with controversial themes in their curriculum.
• Relevance: I believe that in the society we are living in now, it is more critical than ever for us as teachers to find ways to challenge our students to develop empathy and a perspective of "the other". Banned Books Week is a reminder that there will always be people who want to shelter our youth from the hard issues we face in the real world. However, if they are not taught about struggles and life experiences different than their own, are we really creating consious members of their communities committed to making it better than when they encountered it?

Prom Night in Mississippi

Article Author name(s): Produced by Teaching Tolerance, a Project of the Southern Poverty Law Center, in Partnership with Home Box Office and RTM Productions
Title of article: Prom Night in Mississippi
Title of journal: Teaching Tolerance
Date of publication: Fall 2009 (documentary from July 2009)
Volume of the journal: 36

http://www.tolerance.org/kit/prom-night-mississippi

Intended audience: Middle and high school age students

Key Points: Academy Award winning actor Morgan Freeman offered to personally pay for Charleston High School’s (in Mississippi) senior prom, under the condition that it not be segregated as it has been in the past. Although the school’s classrooms have been integrated for years, racism runs deep within the city, and parents and many students reacted strongly to the idea of a desegregated prom. Many students were forbidden to attend, and other embraced the unity.

Relevance: Tis prom season! Most high school and middle school students are infatuated with the idea of going to prom, and those younger students aspire to the day they will be allowed to go. I think this is an extremely relevant hook that Teaching Tolerance is using in order to express some very key information around race and segregation, and how these issues are very much relevant in their modern day worlds.

A Girl and a Word

Article Author name(s): None listed
Title of article: A Girls and a Word
Title of journal: Teaching Tolerance
Volume of the journal: Spring 2011
Issue number of the journal: 39
Intended audience: Everyone

http://www.tolerance.org/magazine/number-39-spring-2011/girl-and-word

Key Points: Rosa is a nine year old student who has been labeled “mentally retarded”. Although she wasn’t exactly sure what it meant, she didn’t like be labeled that way and began to research her label. Rosa’s family ultimately became very proactive about the name of this label and began gathering petition signatures and pushing the Senate to take action against the school district condoning this label. In October 2010 President Obama signed Rosa’s Law, which keeps the phrase “mentally retarded” off official documents. Obama said “What you call people is how you treat them,” he said. “If we change the words, maybe it will be the start of a new attitude toward people with disabilities.”

Relevance: Although it is clear that we cannot prevent people from using hurtful language, we can encourage a more professional and progressive expectation within schools, and at least this is a significant place to start. Tim Schriver, CEO of the Special Olympics says, “Respect, value and dignity—everyone deserves to be treated this way, including people with intellectual disabilities”.

Getting Past the "Digital Divide"

Article Author name(s): Sean McCollum
Title of article: Getting Past the “Digital Divide”
Title of journal: Teaching Tolerance
Volume of the journal: Spring 2011
Issue number of the journal: 39
Intended audience: Everyone

http://www.tolerance.org/magazine/number-39-spring-2011/getting-past-digital-divide

Key Points: When teacher Aaron Fowles inherited his classroom he had 4 outdated computers, two that didn’t even work. Although not a tech savvy guy, buy years end he had updated and restored 8 computers for his room alone, and an additional 16 computers for other classrooms. Since 2009, the government has set aside billions of dollars to ensure that technology reaches the classroom. A significant 97% of all US classrooms have computers, 93% with internet access. However, two issues arrive: 1) that these computers are often non-functioning and out of date and 2) many students do not have private access to technology and home. With no computer at home, student’s technology access is limited to what time can be squeezed in during class time. With 30 students in the class, this time is likely to be very minimal. With some kids getting significant access to computers and others getting very little, a gap is being created among students within the same classes. Donated smart cell phones and other mobile devices like Kindles and iPad’s can be used to bridge the gap between students who have home access to technology and those who do not. Utilizing this technology allows students to learn on their own, research independently and have broader access to interesting materials not usually presented to students as part of the curriculum.

Relevance: Technology changes very quickly and if not appropriately addressed by teachers, IT will leave students in the dust if they are not given the basic computer skills and the opportunity to experiment with techy tools.

The Human Face of Immigration

Article Author name(s): Maureen Costillo
Title of article: The Human Face of Immigration
Title of journal: Teaching Tolerance
Volume of the journal: Spring 2011
Issue number of the journal: 39
Intended audience: Teachers, students and the community

http://www.tolerance.org/magazine/number-39-spring-2011/human-face-immigration

Key Points: When 8th grade English teacher Mindi Rappaport asked her students their opinions on the issue of immigration and what they knew about, she got a strong consensus: Legal immigrants are good, model residents; “illegals” are very bad. Most people can say that their families have immigrated from other countries and continents at some point over the past 400 years. By now, most of these families have assimilated and lost touch with their native language and traditions that have not survived past third and fourth generations. However, this is not the case for those first generation immigrants whose parents moved here to provide a better life. For these families, language and native traditions still hold strong, and it is entirely simple for society to pinpoint these families and often make the assumption they are illegal.

Students work on a “Family Heritage Project” and really ask some critical questions about their own beliefs and their family history as it relates to their own immigration. The project is successful as “students build a cultural identity for themselves as well as a family history of resilience”. For students to hear each other’s story really tears down walls and allows students to make common connections amongst themselves. Morgan Spurlock (Super-Size Me) is the creator of the controversial documentary series 30 Days, which is frequently used as a tool to open student’s eyes and expose them to other culture and circumstance, providing some enlightenment. The overall goal of the Family Heritage Project is to “build empathy, break through common mindsets and encourage students to examine their received notions”.

Relevance: It really is amazing how strong of an opinion such undereducated students can have about very serious national issues such as immigration. It’s really important that students don’t form opinions simply based on what they overhear of their parents discussions, but rather by researching and investigating the issues and forming their own thoughts.

Planting Seeds, Growing Diversity

Article Author name(s): Vanessa Hua
Title of article: Planting Seeds, Growing Diversity
Title of journal: Teaching Tolerance
Volume of the journal: Spring 2011
Issue number of the journal: 39
Intended audience: Students, parents and teachers

http://www.tolerance.org/magazine/number-39-spring-2011/planting-seeds-growing-diversity

Key Points: Science, technology, engineering and mathematics (STEM) has long been dominated by white male students, and now is the time for women and students of color to make a breakthrough into the scientific curriculum of our schools. It’s not that there have not been notable minorities who have great contribution to the STEM fields, but rather their work has not been highlighted and added to curriculum, and it should be. The STEM fields are dominated 2 to 1 by male employees over female workers.

STEM teachers should aim to integrate lesser acknowledged scientists, preferably women and minorities, when discussing principle discoveries by the common, more popular researchers. Teachers say that my including the lesser known details of the field, stereotypes can be shattered and students can benefit from true discovery learning. Teachers must present STEM professions as passionate ones that break the mold from what students tend to think. For example, that engineering is not like being in a science club working with the “nerdy boys”, but rather than engineers are necessary to create almost everything, from toys to model homes. Using these examples, students can be prompted to relate the STEM fields to their own lives, and also ask parents to help students learn relevant STEM lessons outside of the classroom. For instance, one student’s mother discovered that although not a rocket scientist, she loved gardening; therefore she was a great asset to her daughter in the field of botany!

Relevance: Science teacher Alison Seymour summarizes the issue well, stating, “A diverse background brings diverse ideas. Thinking out of the box is a big part of science, which you won’t get if everyone is from the same background and education.

10 Myths of Immigration

Article Author name(s): No Author Listed… Title of article: 10 Myths of Immigration Title of journal: Teaching Tolerance Date of publication: Spring 2011 Issue number of the journal: 39 http://www.tolerance.org/magazine/number-39-spring-2011/10-myths-about-immigration  

Summary: This article supposedly debunks often argued myths surrounding immigration. I have not posted all ten myths, just a few of the one’s that grab my attention most. I purposefully posted this not because I agree or disagree with these myths, but because I’m hoping to get a lot of class comments spurred! Intended audience: Everyone

Key Points: 1) Most Immigrants are Here Illegally: Of the more than 31 million foreign-born people living in the United States in 2009, about 20 million were either citizens or legal residents. 2) Anyone can come to the US legally if they would go through the proper Channels: This is not always true, there is preference for those who are (a) highly trained in a skill that is in short supply here, (b) escaping political persecution, or (c) joining close family already here. 3) Immigrants won’t learn English: Two-thirds of those older than 5 speak English “well” or “very well” according to research by the independent, nonpartisan Migration Policy Institute. And the demand for adult ESL instruction in the United States far outstrips available classes. 4) Undocumented workers take American jobs: Here in the United States, two trends—better education and an aging population—have resulted in a decrease in the number of Americans willing or available to take low-paying jobs. Between 2000 and 2005, the supply of low-skilled American-born workers slipped by 1.8 million. On an economic level, Americans benefit from relatively low prices on food and other goods produced by undocumented immigrant labor. 5) Undocumented immigrants bring crime: Nationally, since 1994, the violent crime rate has declined 34 percent and the property crime rate has fallen 26 percent, even as the number of undocumented immigrants has doubled. Foreign-born people in America are incarcerated at a much lower rate than native-born Americans, according to the National Institute of Corrections. This one can really get my dad and I going in circles- 6) Undocumented immigrants don’t pay taxes but still get benefits: Undocumented immigrants pay taxes every time they buy gas, clothes or new appliances. They also contribute to property taxes—a main source of school funding—when they buy or rent a house, or rent an apartment. The Social Security Administration estimates that half to three-quarters of undocumented immigrants pay federal, state and local taxes, including $6 billion to $7 billion in Social Security taxes for benefits they will never get. They can receive schooling and emergency medical care, but not welfare or food stamps.  

Relevance: While this article will likely not sway anyone to change their views of immigration and all issues that come with topic, I think it’s beneficial to become aware that information that counters our own beliefs exist, no matter what side of the argument you take. Articles like these are relevant for many more reasons than simply because it relates to education; this is a hot topic that will continue to be for years to come.

Human Trafficking

Article Author name(s): David McKay Wilson
Title of article: Human Trafficking
Title of journal: Teaching Tolerance
Volume of the journal: Spring 2011
Issue number of the journal: 39

http://www.tolerance.org/magazine/number-39-spring-2011/human-trafficking

Slavery is still alive in today’s society, both abroad and here in the US. Millions of people are enslaved worldwide, but not necessarily in the form that we learn about in school. There has been an up rise in the human trafficking trade, which carried many forms, one of which includes human sex slavery.

Intended audience: Good info for everyone, but a great eye opener for students.

Human trafficking is growing in strength, and while found in the highest number abroad, is also found domestically. Awareness of this lesser known form of enslavement is one of the keys to solving the problem. Human trafficking includes forced labor, domestic servitude, sex trafficking, bonded labor, forced child labor and the impressment of child soldiers into army units. Although not a hard fact, the estimated international price to purchase a human slave is just $90, but the slave trade industry pulls in upwards of $32 billion annually. As part of the human rights curriculum, teachers are showing films and documentaries and bringing in federal prosecutors to speak on the topic, all of which present a great reality to students. Reggie Wills at the Edmund Burke School says that, “The students learned that it’s important not to turn a blind eye to [modern slavery] and that they can make a difference in saving the lives of the innocent.”

As the article mentions, there are an estimated 27 million people worldwide who are enslaved, and many of those individuals are found here within the US. This topic is relevant because I think curriculum most often poses slavery as an issue of the past, when really it is extremely prevalent today. Perhaps it does not show the same face of what we are traditionally taught about slavery (African American’s working manual labor and being physically punished, etc), but current day slavery is alive and well within the sex trade. Students may be shocked to learn that children are subjected to this labor right here in their own neighborhoods, and that the I-5 corridor is a hotbed for a “sexual slave trade”. If students are presented with an issue that has relevance now and presents issues that directly affect people in their same “groups “ (color, SES, gender, age, etc.), discussing the issue creates understanding for something that they can be involved in today and be motivated to become engaged in solving.

Your Students Love Social Media...So Can You

Article Author name(s): Camille Jackson
Title of article: Your Students Love Social Media…And So Can You
Title of journal: Teaching Tolerance
Date of publication: Spring 2011
Issue number of the journal: 39

http://www.tolerance.org/magazine/number-39-spring-2011/your-students-love-social-media-and-so-can-you

Summary: Due to social networking, online tools have become more and more available, which leads to empowering models of communication for students. Students can learn to use social media responsibly by watching how their parents use it, so parents should encourage their children to test the waters, and at the same time be involved along the way because the benefits that students stand to gain are many.

Introduction: 73 percent of teens between the ages of 12 and 17 use social networking, up from 55 percent just four years ago. The majority are female. Social networking is here to stay, and instead of fighting the trend, educators and administrators should embrace it and work with it.

Intended audience: Educators and administrators

Social media is important because it’s a new way for young people to play an active role in creating their own identity. It aids them in their ability to learn socially and form skills that will carry students into adulthood. It can be difficult for teachers and parents to understand the significance of social media in teen’s lives and what healthy online behavior looks like. Principle Christopher Lehman says, “Social media is part of kids’ lives, either we acknowledge it exists and allow ourselves to be part of the conversation, or it’s one more way school becomes irrelevant to kids”. Online class facilitation websites can be a great way to involve students in class discussions while easing some of the social anxiety that comes with speaking up in front of the class in person.

This article is relevant because social networking and social media is prevalent in the lives of everyone these days. To ignore it would be irresponsible, so the better option is to embrace the movement and work in ways that social media assists us in our jobs and getting through to students. As we frequently mention, teachers must use tactics that will reach all students’ needs, and utilizing technology and social media may be an excellent way to get the more shy, independent students to open up and share skills and interests.

Social Media in the Schoolhouse

Darlene Koenig
Teaching Tolerance
Spring 2011
Issue 39

http://www.tolerance.org/magazine/number-39-spring-2011/social-media-schoolhouse

Social media can be used for collaboration as well as extending the academic experience to relevant activities that keep students interested. Technology can lead to a situation of full group engagement which benefits the individual learner and the classroom dynamic as a whole. Social media provides opportunity for students to be stronger actors in an international world, but does not necessarily make the world a kinder, gentler place. Experts agree that media in the classroom is a great tool for exposure, but saying that it will change the face of education is going too far because regardless of the communication styles we use, people are people and will communicate the same regardless of how we do so.

Students are now using social media application to rewrite classic stories and dig deeper in regards to what lies beneath the common stories we are told. In this articles introduction, students break down fairly tails and discuss the generalizations, gender roles and stereotypes found behind the classics.

Intended audience: Teachers, students and administrators

Social media has the ability to shrink the spaces among nations, cultures and people due to our communication and access to other locations. The goal in teaching is to create learners who are problem-solvers and critical thinkers. The most important task at hand in doing so is to provide meaningful instruction design, which technology can assist in creating. Those who understand how to effectively design curriculum and intertwine the use of technology and social networking are the most efficient and successful educators. Those teachers that are successful are creating a world perspective for students by putting them in touch in the needs of others around the world. Schools and districts view social media in the classroom a touchy subjects because of its lack of censorship and the uprise of cyber-bullying, but many teachers argue that good teaching, sensible filtering, good supervision and trusting kids to act responsibly can lead to many benefits that may not be found without the use of technology in learning.

Uncovering the Movement

Afi-Odelia E. Scruggs
Uncovering the Movement
Teaching Tolerance
Spring 2010
Issue 37

http://www.tolerance.org/magazine/number-37-spring-2010/uncovering-movement

Teaching students local history through relevant means, where students research their own history. Mississippi was central in the Civil Rights Movement so students should be expected to take active role in understanding history and recognizing its place in current society.

Vickie Malone’s high school students in Mississippi are breaking ground by not simply playing the student, but becoming researchers themselves and active members of the community. This is an important task students should take on considering that after a movement of integration, public schools are now going through new means of re-segregation.

Intended audience: Educators, students, parents, members of community

Students should do active research to figure out how past events are currently affecting their lives now. In the process, relationships are built with fellow peers and those in the community students meet through active research. As more and more questions are asked, students will strive to answer them, and along the way will create new and even more relevant questions that deepen understanding. The classroom must be a safe place for students to learn and inquire, and once that environment is set, students have control of the classroom and maneuver through discussion. Encourage students to speak frankly while remaining sensitive to others, never let a student leave class without their dignity, and always discuss any topic of offense so students don’t leave uncomfortable or put down.
In class we constantly discuss making teaching a relevant process for students to help inspire intrinsic motivation so they are able to take responsibility for their own learning and true understanding. The teacher focused on in this article does exactly that by asking the students to evaluate the hard questions (not asking just what happened, by why and how it’s still happening), and pound the pavement to reach out to local community members who can give then real insight into the local history of segregation.

I Don't Think I'm Biased

Article Author name(s): Pat Clark
Title of article: I Don’t Think I’m Biased
Title of journal: Teaching Tolerance
Date of publication: Spring 2010
Volume of the journal: 37

http://www.tolerance.org/magazine/number-37-spring-2010/i-don-t-think-i-m-biased

Summary: When pre-service teachers are asked to become culturally competent it means being asked to consider their own lives and privileges and consider how they have shaped perspective. There are natural responses that occur when teachers are asked to reflect on privilege. Teachers must continue to challenge themselves to take advantage of opportunities to work towards social justice. A specific mindfulness and continued self-examination of personal biases is a key part of becoming a well-rounded educator.
Topic: Pre-Service teachers having the “multicultural encounter” that shapes attitudes about diversity.
Intended audience: Pre-service teachers and teachers, administrators

Teachers are working in the field who do not reflect the race, language traditions or communities of their students- this is making the diversity gap larger. For pre-service teachers there will be a specific “encounter” where teachers are able to consider personal biases. There will be “an experience or event that shatters a person’s current feelings”, and allows people to reconsider attitudes and beliefs. As a result of these reflections, most will experience a variety of responses that traditionally include disbelief, acceptance, discomfort and disclosure. It will be necessary for teachers to feel discomfort and address personal biases in order to expand our teaching abilities and better relate to our students.

Relevant because no teacher will be able to relate or identify with every student they teach. Classes and students and dynamics will constantly change from year to year, and it will be increasingly important teachers adapt to the needs of each class. In order to make these adaptations, teachers will be in a constant cycle of self-evaluation and improvement.

Helping with Homelessness in School and Out

Article Author name(s): Helena Holgersson-Shorter
Title of article: Helping with Homelessness in School and Out
Title of journal: Teaching Tolerance
Date of publication: Fall 2010
Volume of the journal: Thirty eight

http://www.tolerance.org/magazine/number-38-fall-2010/helping-homeless-school-and-out

Summary: Poverty and student homelessness.
Topic: Schools and teachers can help homeless students by proving information and resources.
Introduction: A large number of students in this country are defined as homeless, and the figure is very likely significantly under reported. This article addresses the ways that teachers can relate to students and help provide resources. Teachers should build relationships so they can be part of the solution.
Intended audience: Educators, parents, students.
Key Points: During the 2006-2007 and 2008-2009 schools years, the nation saw a 50% increase in student homelessness. Homeless students are thinking about survival (lack of food, shelter, clothing, social anxiety, etc.) and not focusing on cognitive development. NCLB provides each school district must have a “homelessness coordinator”, must allow student to enroll without a permanent address and must provide transportation to and from schools that accommodates a “highly mobile” student. When their home is an uncertain place, with teachers and in school is where homeless students often feel the most secure.
Relevance: A huge number of students are affected by not having a consistent place to live, and often suffer the effects of great poverty. Teachers in most all communities will be able to relate to this article and see that it is a prevalent issue among students.

Closing the Gossip Pipeline

Article Author name(s): Laura Sofen
Title of article: Closing the Gossip Pipeline
Title of journal: Teaching Tolerance
Date of publication: January 31, 2011
Volume of the journal: Spring 2011
Issue number of the journal: Thirty nine

Topic: Student gossip and quashing it
Introduction: Gossip is the exchange of all sorts of misinformation, lies, rumors and occasional truths. In schools, gossip spreads like wildfire in a matter of minutes, often getting more and more distorted with time and travel.
Intended audience: Fellow teachers as well as students needing to address the issue of gossip.
Key Points: Share all the information about yourself that you want, but crossing the line into sharing information about others is gossip, which can get vicious and out of control very quickly. Teach students to question the source and the type of “information” being relayed to determine is accuracy. And finally, students acknowledge that teachers gossip too, so we must lead by example by 1) not gossiping ourselves, and 2) how to confront such a rumor mill in school and stop further spreading of rumors.
Relevance: This issue is more and more relevant with the issue of bullying and how prevalent it is now within school walls. Gossip can be a form of bullying and often leads to intentional humiliation on the part of one student against another. To allow gossip to breed and spread among students is to passively allow bullying to take place right under our noses and give the impression that creating an uncomfortable learning environment is acceptable.

http://www.tolerance.org/blog/closing-gossip-pipeline

Plan to Grade Parents Flunks Out

Article Author name(s): Lisa Ann Williamson
Title of article: Plan to Grade Parents Flunks Out
Title of journal: Teaching Tolerance
Date of publication: January 28, 2011
Volume of the journal: Spring 2011
Issue number of the journal: Thirty nine
Summary: Florida representative Kellie Stargel suggest plan that allows teachers to grade parents on how well children are rested, fed and on time to class with completed assignments. Grading scale is: “satisfactory -> unsatisfactory” -> needs improvement”.
Topic: Argues that just as teachers are graded by parents, administration and the outcomes of NCLB/ standardized testing, parents should be graded as well for the amount of effort they put in to securing their children’s education. Many educators disagree with this position saying that while the idea is highly entertaining, it will lead to nothing but great battles between parent and teachers, at the sacrifice if the student. Read the posted comments for more argument.
Introduction: Author argues that in the educational system, we have student, teacher and administration accountability and best practices/ standards, yet this is a system where parents have zero accountability for the success of their own children. Proposes additional grading system for parents.
Intended audience: Educators
Key Points: While parents have greatest effect on children’s success, it is not practical to grade parenting skills as it would result in extreme tension between educators and parents, at the expense of the students.
Relevance: At the very least this article proves the point as to how preposterous it is, then, to grade teachers on student’s success. If parents are not held responsible for their own children’s learning (or at least be encouraging of the process and goals), and they are the ones who are most influential upon students, than under what reasoning are educators expected to carry the full burden of their success?

http://www.tolerance.org/blog/plan-grade-parents-flunks-out