Critical Practices for Anti-bias Education Practices_0.pdfbias Framework. This Framework is the...

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Critical Practices for Anti-bias Education

About Teaching ToleranceFounded in 1991, Teaching Tolerance is dedicated to reducing prejudice,

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The program provides free educational materials to educators for use by millions of students. Teaching Tolerance magazine is sent to 450,000

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schools participate in the annual Mix It Up at Lunch Day Program.

Teaching Tolerance teaching materials have won two Oscars, an Emmy and more than 20 honors from the Association of Educational Publishers,

including two Golden Lamp Awards, the industry’s highest honor.

For more information about Teaching Toleranceor to download this guide,

visit tolerance.org

Critical Practices for Anti-bias EducationINTRODUCTION 2

INSTRUCTION 31. CriticalEngagementwithMaterial 3

2. DifferentiatedInstruction 4

3. CooperativeandCollaborativeLearning 5

4. Real-WorldConnections 6

5. Values-BasedAssessment,EvaluationandGrading 7

CLASSROOM CULTURE 86. HonoringStudentExperience 8

7. ThoughtfulClassroomSetupandStructure 9

8. SharedInquiryandDialogue 10

9. SocialandEmotionalSafety 11

10. Values-BasedBehaviorManagement 12

FAMILY AND COMMUNITY ENGAGEMENT 1411. CulturallySensitiveCommunication 14

12. InclusionofFamilyandCommunityWisdom 15

13. IncreasedConnectionsAmongFamilies 16

14. UseofLocalResources 16

15. EngagementwithCommunityIssuesandProblems 17

TEACHER LEADERSHIP 1916. Self-AwarenessandCulturalCompetency 19

17. SpeakingUpandRespondingtoPrejudice,BiasandStereotypes 20

18. BuildingAlliances 20

19. LeadingBeyondtheClassroom 21

20. OngoingReflectionandLearning 22

ANTI-BIAS FRAMEWORK 2321. K-12AnchorStandardsandDomains 23

22. K-2GradeLevelOutcomesandScenarios 24

23. 3-5GradeLevelOutcomesandScenarios 26



ACKNOWLEDGMENTS 32

PERSPECTIVES FOR A DIVERSE AMERICA >> CRITICAL PRACTICES 2

IntroductionAsmoreandmoreemphasis isplacedon improvingacademic outcomes, it can begin to feel as if therejust isn’t enough time for relationship building andsocial-emotionallearning.Butthatdoesn’thavetobethecase.

Thiscriticalpracticesguideofferspracticalstrategiesforcreatingaspacewhereacademicandsocial-emo-tional goals are accomplished side by side. It alsoprovidesvaluableadviceforimplementingculturallyresponsivepedagogyand describeshowteacherscanbringanti-biasvaluestolifeby

• buildinganddrawingonintergroupawareness,un-derstandingandskills;

• creating classroom environments that reflect di-versity,equityandjustice;

• engaging families and communities in ways thataremeaningfulandculturallycompetent;

• encouragingstudentstospeakoutagainstbiasandinjustice;

• includinganti-biascurriculaaspartoflargerindi-vidual,schoolandcommunityaction;

• supportingstudents’ identitiesandmaking itsafeforthemtofullybethemselves;and

• usinginstructionalstrategiesthatsupportdiverselearning styles and allow for deep exploration ofanti-biasthemes.

Critical Practices for Anti-bias Education isorganizedinto four sections: Instruction, Classroom Culture,Family and Community Engagement, and TeacherLeadership.Ineachsection,youcanexplorerecom-mendedpractices,findhelpfulexplanationsandlearn

how each practice connects to anti-bias education.Drilldownfurtherforspecificstrategiesyoucantryinyourownclassroom.

THE TEACHING TOLERANCE ANTI-BIAS FRAMEWORKThe critical practices in this guide are based on thevalues exemplified in the Teaching Tolerance Anti-bias Framework. This Framework is the first roadmapforanti-biaseducationateverygradelevelandis organized into four domains: Identity, Diversity,JusticeandAction.Together,thesedomainsrepresentacontinuumofengagementinanti-bias,multiculturalandsocialjusticeeducation.

The Framework includes a set of anchor standards,corresponding grade-level outcomes and school-basedscenariostoshowwhatanti-biasattitudesandbehaviormaylooklikeintheclassroom.YoucanseethefullFrameworkonpage24.

PERSPECTIVES FOR A DIVERSE AMERICAPerspectives for a Diverse America(teachperspectives.org)isanonlineK-12literacy-basedanti-biascurric-ulum designed to help teachers deliver culturallyresponsive instruction while meeting the require-ments of the Common Core State Standards forEnglishLanguageArts/Literacy.

Perspectives allows teachers to design and differ-entiate instruction by matching meaningful anddiverse texts with standards-based literacy tools.ThebestpracticesincludedinthisguidearemodeledthroughoutthePerspectives curriculum,whichmakesthe guide a helpful resource in creating the optimallearningenvironmentforimplementingPerspectives.


Instruction1. Critical Engagement with MaterialDESCRIPTIONInhiswritingontransformativeeducation,BrazilianeducatorPauloFreirecautionsteachersagainstwhathecalls“bankingeducation,”particularlywhentryingtoteachstudentsaboutsocialandcommunityissues.As Freire describes it, the “banking” metaphor seesstudents as empty containers into which teachers“deposit”knowledge.Studentstakeinandcatalogtheinformation,sortitandrepeatitwhenasked.Theyarenotencouragedtobringacriticallenstotheirstudies,weighnewinformationagainsttheirownexperienceorquestionteachersortextbooks.

Genuine anti-bias education challenges the funda-mentalassumptionsandrelationshipsattheheartof“bankingeducation.”Ratherthanassumingteachersholdalltheknowledge,ananti-biasapproachpriori-tizescriticalstudentengagement,analysisandvoice.Itrestsonafoundationofmutualdialogue;teachersbecomelearners,andlearnersbecometeachers.Thisis especially important when talking about issues ofidentity,power,privilegeandbias,wheredeepunder-standingreliesonmultipleperspectives.

Critical engagement requires questioning, formingand challenging opinions, and feeling outrage orinspiration.It isabouthelpingindividualsfindtheirvoicesandlearntotrusttheirinstincts.Anditisaboutteachingthevalueofwhatstudentsknowandencour-aging them to use their knowledge in the service oftheiracademic,personal,socialandpoliticallives.

CONNECTION TO ANTI-BIAS EDUCATIONTeaching critical engagement supports three of thefour anti-bias domains: Identity, Justice and Action.Critical engagement prepares students to make thematerial their own, connect classroom learningto real issues and take action toward advancingequityandjusticeintheirschoolsandcommunities.Academically, it provides a crucial foundation forthetypeofcritical literacythatPerspectivesandtheCommonCoreStateStandardsseektodevelop.

STRATEGIESOpen-Ended and Higher-Order Questions Theques-tions teachers ask profoundly shape learning. Crit-ical engagement requires open-ended inquiries forwhich there is no single “right” answer. Studentsshould be asked to form and defend their opinions

aboutthemeaningofcomplextextsandsocialreali-ties.Open-endedquestionsarepromptslike“Whichoftherights intheUniversalDeclarationofHumanRightsdoyouthinkaremostimportantandwhy?”asopposedto“Whichfiverights intheUniversalDec-laration of Human Rights are focused on economicissues?” The second question only asks students tomemorizeandrecall.Whilecloseandcriticalreadingrequires students to ask and answer text-dependentquestions, it is important that those questions alsopromote discussion, stimulate student thinking andallow students to hypothesize, speculate and shareideas.

Reading Against the Grain A“reading”referstowhatwebelieveatextmeans,yetatextcanhaveentirelydifferentmeaningdependingonthecontextinwhichit is read. In this critical literacy strategy, studentsanalyze the prevailing interpretations of a text andproduce alternative or “resistant” readings to drawattentiontogaps,silences,contradictions,beliefsandattitudes that typicallygounexaminedby thedomi-nantculturalreading.Whenstudentsreadagainstthegrain, they push back against the default, privilegedreadingandbringtheexperiencesofless-representedindividualsandgroupsintothetextualdiscourse.

Text-to-Text, Text-to-Self, Text-to-World This isan analytical reading strategy in which students areasked to consider three levels of connection in thetext. The first level looks for relationships betweenthe text and other material students have read. Thesecondlevelasksstudentstoconnectthetexttotheirown lives. The third level explores connections be-tweenthetextandthelargerworld.Formoredetails,visitfacinghistory.org/resources/strategies/text-text-text-self-text-worl.

Project-Based Learning Project-based learning in-volvestheuseofperformance-drivenprojectsratherthan simple “lecture, drill and test” practices. Proj-ect-based learning increases student engagement,supports critical thinking and builds analytical, ap-

CRITICAL PRACTICES

1. Critical Engagement with Material

2. Differentiated Instruction

3. Cooperative and Collaborative Learning

4. Real-World Connections

5. Values-Based Assessment, Evaluation and Grading


plicationandteamworkskills.Projectsallowstudents to develop interdisciplinary prob-lem-solvingstrategies.Theyalsooffertheopportuni-tyforstudentstolearnfromoneanother.

2. Differentiated InstructionDESCRIPTIONRather than bringing a “one size fits all” mentalityto curriculum and learning, teachers who practicedifferentiatedinstructionvaryandadapttheirstrate-giestofitindividualstudentneeds,backgrounds,skilllevels, talents and learning profiles. This approachactivelyhonorsandaddressesstudentdiversity.

Differentiated instruction supports student successwhilemaintaining thecognitivedemandof thecurriculum. An example of differentiatedinstruction is organizing a classroom withspaces for both individual work and collaborativeconversation; students are able to choose the spacethat fits their needs. Another example is offeringstudents a variety of options for demonstratingmasteryofagivenunit(e.g.,writeanessayorpoem,puttogetheramediapresentationorcreateananno-tatedartpiece).

Afewkeyareasprovideimportantopportunitiesfordifferentiation:

• Culturalstylesandformsofexpression

• Languagebackgroundandproficiency

• Learningdifferences,IEPsandotherspecialneeds

Alongwithaddressingacademicaccessandsupports,differentiated instruction can normalize differencesand highlight diversity as a positive aspect of thelearningprocess.

CONNECTION TO ANTI-BIAS EDUCATIONDifferentiated instruction supports two of thefour anti-bias domains: Diversity and Justice.Acknowledging that different people need differentlearning supports reflects deep commitment tovaluing diversity. This approach broadens access tothe curriculum’s textual information and supportscriticalthinking,socialanalysisandhistoricalunder-standing,allnecessarytosocialjusticeeducation.

STRATEGIESTiered Activities Tiered activities allow all studentsto engage the same material, but with different lev-

elsofsupport,challengeorcomplexity.Forexample,teachersmaydevelopmultiplevocabularylists,askavarietyofanalyticalquestionsorofferdifferenttasksdepending on students’ background knowledge orreadingskills.

Incorporation of Multiple Modalities Teachersdraw-ing on the “multiple intelligences” work of HowardGardnerincorporateavarietyoflinguistic,visual,kin-esthetic, artistic, logical/scientific and interpersonalapproaches to learning. The goals and objectives ofinstructionstaythesame,buttheprocessandprod-uctofstudentlearningcanbedifferentiated.

The strategies, tasks and texts of the Perspectives curriculum lend themselves to project-based learning.

Differentiated Learning in PerspectivesEach phase of Perspectives gives teachers flex-ibility to provide several reading selections on the same theme—some more complex than others—but all designed to address literacy skills. Sometimes students choose the texts and strategies; sometimes the teacher makes those choices.

Discover more about project-based learning at bie.org or edutopia.org/project-based-learning.

Multiple Modalities in PerspectivesFor example, the Word Work phase of the Perspectives Integrated Learning Plan offers a variety of vocabulary-instruction strategies that draw on artistic and visual intelligence (Illustrated Vocabulary), linguistic intelligence (Meaning-Making Paragraphs) and kinesthetic intelligences (Vocabulary Tableau).


Use of Technology to Support Different Learning Styles and Language Needs Technology makes itpossible tocustomize instructiontomeet individuallearning needs. For example, some computers andtabletsoffertheoptionforreaderstoheartextwhilethey follow along. This can benefit auditory learn-

ers,specialeducationstudentsandEnglish-languagelearners. Whether it’s using an interactive white-boardorallowingstudentstoanswerteacher-gener-atedquestionsviacellphone,awiderangeoftechno-logicalresourcescanbreakthe“onesizefitsall”moldthatholdsmanystudentsback.

3. Cooperative and Collaborative LearningDESCRIPTIONWorking in small groups can help students achievecollaborative goals, deepen their understanding andfosterintergrouprelationships.Classmatespooltheirknowledgeandskills,answeroneanother’squestionsandsolveproblemsasateam.Whendonewell, thispracticecrosseslinesofsocialidentityandacademicachievement, supports equitable access to contentknowledgeandbroadensparticipation.

Unlike teacher-centered instruction, cooperativelearning prioritizes peer conversation and student-driven inquiry. In diverse classrooms, cooperativelearning allows students to learn from peers withdifferent backgrounds and work with partners theymaynotreachouttoasfriends.

Although cooperative learning is done in groups,not all group projects and team activities promotemeaningful intergroupinteraction.Truecooperativelearninghasseveralkeyfeatures:

• Clearexpectationsofrespectfordiversity

• Explicitrespectforandincorporationofmultipleperspectivesandintelligences

• Individual and group accountability for what islearnedandcreated

• Proactive strategies to ensure equal participationandtodismantleexistingracial,gender,socioeco-nomic,linguistic,academicorotherdivisions.Ex-amplesofproactivestrategiesinclude

–assigningrolestodifferentteammembersinac-cordancewiththeirstrengths;

– planning projects that require a broad range ofskills, including some that do not necessarily cor-relate with academic achievement (e.g., artistic,theatrical, interpersonal, bilingual or communityawarenessskills);and

– requiring groups to solicit and synthesize orcompare/contrasttheperspectivesofdiverseteammembers.

• Shared goals that promote interdependence andrequiremeaningfulparticipation

• Strong attention to group process skills, includingcommunication, decision making, trust building,facilitation,conflictmanagement,compromise,andothercollaborativeandcross-culturalskills

• Thoughtful grouping of students that brings to-getherdifferentdemographics,skillsandneeds

CONNECTION TO ANTI-BIAS EDUCATIONCooperative learning supports two of the four anti-bias domains: Diversity and Justice. It encouragesstudents to view diversity as an asset and teacheseffective teamwork across differences. Requiringstudents to work toward shared goals fosters cross-group friendships and builds collective ownership.Researchhasshownthat these typesof interactionsreduce prejudice across racial, class and other divi-sions. By explicitly teaching communication,collab-orationandtrust-buildingskills,teacherscanprovideafoundationforyoungpeopletoworktowardequity,inclusivityandjustice.

STRATEGIESCooperativelearningisbothamindsetandawaytostructureclassroominteraction.Overthepastseveraldecades, teachers and researchers have designedhundredsofcollaborativeactivitiesandstrategiesforuseinclassroomsfromkindergartenthroughcollege.Thestrategiesthatfollowlendthemselvestoteachingcriticalliteracyandanti-biasmaterial.

Jigsaw In Jigsaw, each student is a member of twogroups: a home group and an “expert” group. Eachstudentinahomegroupisassignedadifferenttopicfromareading(i.e.,notwostudentsinthesamehomegroupwillhavethesametopic).Studentsthenleavetheir home group and explore their assigned topicwith the other students assigned to the same topic(their “expert group”). Once the students have be-come“experts” intheirparticulartopic, theyreturn


totheirhomegroupstosharewhattheyhavelearned.Allstudentstherebybenefitfromtheexpertisetheirgroupmatesdevelopedwhileawayfrom“home.”

Numbered Heads Together NumberedHeadsTogeth-erpromotesbothgroupdiscussionandindividualac-countability.Studentsareplacedinsmallgroups,andeachstudentinthegroupisgivenadifferentnumber.Theteacherposesaquestion,andthegroupmembers“put their heads together” to figure out the answer.The teacher then calls a number and asks studentswiththatnumber(e.g.,allthe“threes”)toanswer.Be-causenooneknowswhichnumberwillbecalled,allgroupmembersmustbeprepared.Thisstrategyalsoensuresthatthesamestudentsdonotanswerallthequestions.

Inside-Outside Discussion Circles TheInside-OutsideDiscussion Circles strategy involves all students inprocessingorreviewingmaterial.Theactivitybeginswith students standing in pairs in two concentriccircles.Theinsidecirclefacesout;theoutsidecirclefaces in. The teacher poses a question or assigns abrief task. All students in the inside circle respondforaminuteortwo.Thenthestudentsintheoutsidecirclerespondtothesamequestionortoadifferentone.Aftereachpartnerhashadaturn,everyonefromtheinsidecirclemovesonesteptotheright,andtheprocessisrepeatedwithnewpartners.Thisstrategycan be used for factual review, personal reflection,analysisorapplication.Aclassshare-outcanbeusedtoreviewandsynthesizekeypoints.

4. Real-World ConnectionsDESCRIPTIONIt’s important to help students connect what theylearn to their lives and to the world around them.Research has shown that meaningful connectionsbetween learning and real life promote studentengagement, positive identity developmentandachievement.

Withsometexts—forexample,astoryaboutexclusionin school or a piece about how media images affectyouth—relevance to students’ lives will probably beclear.Inthesecases,classroomactivitiescanbestruc-turedaroundthoughtsanddiscussionsyoungpeoplearealreadyhaving.Fortextsthatdon’tintersectclassmembers’ daily realities, students might need helpconnectingthedots.

Ineithersituation, studentsshouldconsiderwhy thetexts are important, not just what they mean. Whatdoesthismaterialhavetodowiththeir lives?Howdoesithelpthemunderstandtheirfamiliesorcommunities?Howdoestheirlearningconnecttoeventsinthenews?Andhowcantheyuseittotakeaction?

CONNECTION TO ANTI-BIAS EDUCATIONReal-worldconnectionssupportthreeofthefouranti-bias domains: Identity, Justice and Action. Focusingon relevant topics allows students to connect theiridentities to the larger world, increasing studentengagement.Theseconnectionsprovideanimportantfoundation for critical literacy, analysis and socialjustice action. They also increase the likelihood ofmasteringtheCommonCoreStateStandards.

STRATEGIESPersonal Reflection Prompts Guided reflection ex-ercises help students connect material to their ownlivesandtotheworld.Reflectioncanoccurthroughwriting, art, individual conversation, group work orclassdiscussions.Possibleguidedreflectionquestionsincludethese:Howdoesthetextconnecttoyourper-sonalexperiences?Whatinspiresorupsetsyouaboutthetext?Whatquestionsdoesthetextraise?Howdoyouseeissuesfromthetextplayingoutinyourschoolorneighborhood?Whatdoyouwant tochangeasaresultofyourreading?

Connecting to Current Events Forcontemporarypiec-es,teachersorstudentsmaybringinstatisticsornewsstoriesaboutcurrentsocialandpoliticaleventsrelat-edtothetext.Forhistoricaldocuments,studentscancompareandcontrast thetextwithcurrentrealities

Real-World Connections in PerspectivesMany of the texts in the Perspectives curriculum raise questions about students’ identities and experiences and offer opportunities for action.


ortracethelong-termimpactofpolicies,attitudes,challengesormovements.

Service Learning and Social Action Projects Service learning helps students of all ages compre-hendthesignificanceofsocialissues.Individualandgroupprojectsmaybeplannedbytheteacherorde-velopedbythestudentsthemselves.Thought-ful planning and reflection are critical whenplanningservicelearningactivities.

5. Values-Based Assessment, Evaluation and GradingDESCRIPTIONHow can a system of classroom evaluation, assess-mentandgradinginstillvaluessuchasequity,collab-oration, justice and respect for diversity? Teacherscanreflectonthisquestionandthelistbelowastheyaligntheirownevaluationandgradingpolicieswithclassroom,schoolandcommunitypriorities.

Here are some questions to consider in evaluatingstudentprogress:

• Howcanwebesureoursystemsofevaluationpro-motesuccessforallstudentsratherthanfosteringcompetition?

• How can assessment tools and grading policiesbe used to build skills for collaborating acrossdifferences instead of supporting only individualachievement?Aretherewaystoshiftthenormthatworkingtogetherisconsidered“cheating”?

• Howcanevaluationandgradingpracticessupportauthentic,criticalengagementwithtextsandothermaterial?

• How can assessment policies model respect formultipleperspectivesandopinions?

• Howcanevaluation,assessmentandgradingpol-icies avoid compounding academic differencesbased on gender, home language, immigrant ex-perience, race, culture, socioeconomic status orability?

CONNECTION TO ANTI-BIAS EDUCATIONValues-based assessment and grading support twoof the four anti-bias domains: Diversity and Justice.Evaluation practices shape both academic opportu-nities and student identities. Practices that supportcollaboration, authentic engagement and equalopportunityvaluediversestudentlearningstylesand

challenge the widespread tracking of students fromdifferentbackgrounds.

STRATEGIESScoring Guides and RubricsArubricisascoringtoolthatdefinesexpectationsforthe components of an assignment or piece of work.Rubrics support ongoing learning efforts by makingperformanceexpectationscleartoallclassmembersandreducingsubjectivity ingradingpractices.Theycan also describe value-based expectations forstudents,suchasworkingrespectfullywithpeersorincludingmultiplepointsofviewinwriting.

Assessment of Process and Product Collaboration,conflict management and synthesis of multiple per-spectivesaredifficulttoassess.However,theseskillsshouldbeevaluatedalongwithcontent,presentationandotheracademicelements.Aswithanyevaluatedperformance, these skills must be explicitly taughtandtheexpectationsthoroughlyexplained.

Distinguishing Assessment of Language Proficiency from Assessment of Other Material ItisimportantnottoconflatelimitedEnglishlanguageproficiencywithlackofunderstandingoranalyticalskill.

Grade Against Learning Objectives, Not Against Oth-er Students Insteadofgradingona“curve”(usingthemost advanced student work to set the standard forwhat counts as an “A”), this strategy suggests settingconcretelearningobjectivesatthebeginningofales-sonandmeasuringeachstudent’ssuccessagainstthoseobjectives. Anyone who meets the lesson’s learninggoals(asmeasuredbyadefinedrubric)receiveshighmarks,regardlessofhowthatstudent’sworkcompareswith what other students have done. This strategyguardsagainsttheperformanceofmoreadvancedstu-dentsmakingitharderforotherstudentstodowell.

The Do Something phase of the Perspectives Integrated Learning Plan builds social action into the literacy experience, helping students extend ideas from the central text into their communities.

Learn more about service learning at tolerance.org/service-learning.


Classroom Culture6. Honoring Student ExperienceDESCRIPTIONWhen asking students to explore issues of personaland social identity, teachers must provide safespaces where students are seen, valued, cared forandrespected.Itisalsoimportantthatstudentshaveopportunities to learn from one another’s variedexperiencesandperspectives.Tocreatethislearningenvironment, teachers need to skillfully draw onstudentexperiencestoenrichthecurriculum.

Teacherscanshowtheyvaluestudents’livesandiden-titiesinavarietyofways.Somearesmall,liketakingthe time to learn the proper pronunciation of everystudent’s name or getting to know young people’sfamilies. Others require more time and investment,likebuildingcurriculumaroundpersonalnarrativesorincorporatingidentity-basedresponsesintothestudyof texts. At the community level, it is important tounderstand neighborhood demographics, strengths,concerns, conflicts and challenges. Like studentsthemselves,thesedynamicsmaychangefrequently.

For teachers whose experiences differ from thoseof their students, it is critical to exercise sensitivity.Theymustbringthefollowingtotheeffort:

• Anasset-basedviewofyouthandunfamiliariden-titygroups

• Acommitmenttoavoidingandchallengingstereo-types

• Asenseofopennessandculturalhumility

• A willingness to let students define their ownidentities

CONNECTION TO ANTI-BIAS EDUCATIONHonoring student experience supports three of thefouranti-biasdomains:Identity,DiversityandAction.Studentswhofeeltheirexperiencesareunwelcome,judged, stereotyped, disrespected or invisible find itextremelydifficulttoengageinmeaningfuldiscussionofidentityandjusticeissues.Thosewhosestoriesandvoices are heard and reflected in the classroom aremorelikelytoengagewithanti-biascurriculumandtranslatetheirlearningintoaction.

Knowing and valuing students’ lives provides otherbenefits:

• Abilitytoidentifypotential“hotspots”onkeytopics.

• Development of caring student-teacher relation-shipsthatsupporteffectiveidentity-basedlearning.

• Developmentofintergroupawarenessandunder-standing.

• Directionintheselectionoftextsthatarerelevanttoaparticularclass.

• Appreciation of student contributions to discus-sions.

STRATEGIESClassroom-Reflective Texts Coupled with Nonjudg-mental Dialogue Choosing texts that reflect class-roomdemographicsandfollowingthereadingswithdiscussionsorreflectivewritingassignmentscanpro-videteacherswithpowerfulinformationabouttheirstudents’hopes,concerns,strengthsandlifecircum-stances.Thesepracticesalsoopenchannelsofunder-standing among students. Successful conversationsaboutissuesofidentityfrequentlyleadtodeeperdia-logueaboutstudents’ownbackgroundsandtheexpe-riencesofothers.

Share Stories That Make Room for Student Sharing Personal anecdotes—respectfully and thoughtfullysharedbyteachers—havegreatpower.Storiesshouldbechosencarefully,keptbrief,andtoldatalevelthatinvitesappropriatestudentsharing.

CRITICAL PRACTICES6. Honoring Student Experience

7. Thoughtful Classroom Setup and Structure

8. Shared Inquiry and Dialogue

9. Social and Emotional Safety

10. Values-Based Behavior Management

Classroom-Reflective Texts and Nonjudgmental DialogueThe Perspectives curriculum supports conversations about students’ identities and community experiences.


Community Study or Student-Led Walking Tour Com-munitystudiesusuallyaddressuptothreequestions;structurecanvarygreatlyandmayinvolveresearch,interviews,art,writing,videoorothermedia.Awalk-ing tour should also focus on a few themes and ask

students to highlight neighborhood places they findmeaningfulinrelationtoarelevantsocialissue.Stu-dentageandphysicallimitationsshouldbetakenintoconsiderationwhenplanningawalkingtour.

7. Thoughtful Classroom Setup and StructureDESCRIPTIONWithout saying a word, classrooms send messagesaboutdiversity,relationshipbuilding,communicationandtherolesofteachersandstudents.Considerthedifferentmessagessentbythesetwoclassrooms:

Classroom1Desks are arranged in a U shape. The teacher’sdeskisinthefrontcenteroftheroom.OnthewallisaposterofU.S.presidents,acopyoftheDecla-rationofIndependenceandinspiringquotesfromWinstonChurchill,RobertF.KennedyandAlbertEinstein.Studentsareworkingquietlyonaninde-pendentassignment.

Classroom2Desksarearrangedinclustersoffourwithstudentsfacing one another. The teacher’s desk is in theback corner of the room. On the wall is a displayof student self-portraits, a copy of the UniversalDeclarationofHumanRightsandinspiringquotesfromMayaAngelou,AungSanSuuKyiandCésarChávez. Students are working with their table-matesonagroupproject.

Classroomsetupshouldbestudentcentered.Specificswill vary from teacher to teacher and class to class,butcommonelementsincludethese:

• Classroom milieu.Classroomsshouldbedecorat-edwithmulticulturalimagesthatmirrorstudentbackgrounds and showcase the diversity of oursociety.

• Arrangement of furniture and supplies. The ar-rangement will look different depending on agegroup and subject, but all teachers can draw onthesegoalswhensettingupaclassroom:support-ing collaboration, fostering dialogue, encouragingownershipandensuringcomfort.

• Student roles and responsibilities. Classrooms willbe most effective when structured to maximizestudentvoiceandparticipation.

• Classroom norms.Normsandexpectationsshouldtake into account different cultural and com-munication styles, as well as gender differences,language needs and the desire to challenge ste-reotypes. Students should be involved in settingclassroomnormstogeneratebuy-in.

CONNECTION TO ANTI-BIAS EDUCATIONThoughtful classroom setup and structure supportstwo of the four anti-bias domains: Diversity andJustice. A welcoming class space sets the tone forparticipatory engagement. Diverse images affectstudents’consciousandsubconsciousunderstandingofclassroomvalues.Expectationsandpracticesthathonor diverse backgrounds also create a more justandequitableeducationalexperience.

STRATEGIESClassroom “Audit” A(nonjudgmental)classroomau-ditinvolves“reading”themessagesconveyedbytheimagesonthewalls,thebooksontheshelvesandthearrangementofthefurniturewithaneyetowarddi-versity,equityandstudentempowerment.Theauditalso includes considering the types of interactionsthat teachers have with students and that studentshavewithoneanother.

Student Jobs and Ownership of Classroom Space Manydailytaskscanbedonebystudentswho,giventheopportunity,maycreatenewandinterestingwaystoapproachthem.Real-worldlessonsrelatedtoworkand responsibility can be reinforced in a classroom.

Classroom Audits and PerspectivesUse classroom audit results to align the classroom environment with the goals of the Perspectives curriculum.


Studentscanapplyforapositionandberewardedorpromoted for a job well done. Some classroom jobsmight involve passing out materials, documentingor taking notes, managing a classroom library, filingpapers or helping with a bulletin board. The job of“peacemaker” can work nicely in classrooms wherestudentshavebeentrainedinconflictresolution.Jobsinaresponsiveclassroomcanaccommodatemultiplelearningstylessuchasartistic,kinestheticandverbal.

Gender-Neutral Practices Manyteachers,especiallyattheelementarylevel,seatorgroupstudentsalonggen-derlines.However,noteveryonefitstraditionalgendercategories.Somestudentsmayfeeltheyaretrulyadif-ferentgenderthantheirphysicalbodiessuggest;oth-ersmightnotfitneatlyintoeitherthemaleorfemaleidentity category. Using gender-neutral categories orallowingstudentstochoosethegroupwithwhichtheyidentify affirmstheexperiencesofallstudents.

8. Shared Inquiry and DialogueDESCRIPTIONDifferencesshapewhoweareandwhatweknow.Life,history,societyandpowercannotbeunderstoodfromasingleperspective;weneedmultipleviewpointstotruly see the world. Because of this, inclusive class-rooms must function as learning communities builtonsharedinquiryanddialogue.

Dialogueismorethanconversation.Itisalsodifferentthan debate, in which someone wins and someoneloses. Dialogue requires openness to new ideas andcollective learning. This is not an easy practice; forstudents (and teachers) to engage in dialogue, theymustbuildandexercisespecificskills:

• Listening.Deeplylisteningtowhatotherssayandto the feelings, experiences and wisdom behindwhattheysay.

• Humility. Recognizing that, however passionatelyweholdideasandopinions,otherpeoplemayholdpiecesofthepuzzlethatwedon’t.

• Respect. Trusting the integrity of others, believ-ing they have the right to their opinions (evenwhendifferentfromyourown)andvaluingothersenoughtorisksharingideas.

• Trust. Building a safe space to explore new ideasandworkthroughconflicts,controversyandpain-fulmomentsthatmayarisewhentalkingaboutis-suesofinjusticeandoppression.

• Voice. Speaking the truth as we see it and askingquestions about things we don’t know or under-stand, particularly on topics related to identity,powerandjustice.

CONNECTION TO ANTI-BIAS EDUCATIONSharedinquiryanddialoguesupporttwoofthefouranti-bias domains: Diversity and Action. Buildingtheskillsnecessarytoexploremultipleperspectives

fosters critical thinking, complex textual under-standing and appreciation for diversity. Dialoguealsosupportsactivelistening,respectfulsharingandconflictresolution.Acultureofsharedinquiryoffersalivedexampleofmeaningfulcollaborativeworkandamodelforcommunitybuilding.

STRATEGIESNaming Shared Inquiry as a Goal Becausemanystu-dentsexperienceclassroomsthatdonotvaluesharedinquiry and dialogue, it is important for teachers tocreate a safe environment before asking students toengageinthiswork.Safetycanbeestablishedbydis-cussingprinciplesofengagement,demonstratingtheteacher’scommitmenttocollectivelearningorcreat-ingasetofdiscussionagreements.

Teaching Active Listening Skills Active listening is awayofhearingandrespondingtoanotherpersonthatrequiresthelistenertostopthinkingabouthisorherownideasandfocusonthespeaker.Activelisteningbehavior includes asking good questions, listeningwithout judgment and paraphrasing. These behav-iorscanbemodeledthroughtheuseoftalkingcirclesororderedsharing.Shortpracticeactivitiescanalsostrengthenactivelisteningskills.

Rethinking Participation Norms To most teachers,classparticipationmeanscontributingtodiscussions,volunteeringtoanswerquestionsorotherwiseengag-inginverbalexchanges.However,participationdoesnothavetobeverbal;gender,cultureandabilitymay affect student comfort levels with verbal

Active Listening and PerspectivesUse active listening activities either in conjunction with Perspectives material or before introducing it.


communication. Modeling equity and inclusivenesscallsforabroaderdefinitionofparticipationthatin-cludes active listening, written response, artistic re-sponse and involvement in small groups. These op-tionsshouldallbevaluedasclassroomparticipation.

Addressing Conflicts and Hurt Feelings Teachersneedtoprepareforpossibleconflictsorhurtfeelingswhen

exploringpersonallyorpoliticallysensitivematerial.Teachers can encourage students to publicly or pri-vatelyname“ouchmoments”—timeswhencommentsor reactions (usually unintentional) cause upset ordiscomfort.Itisalsohelpfulforteacherstocheckinwith students who seem upset as a result of a classactivityorconversation.

9. Social and Emotional SafetyDESCRIPTIONSocial-emotional learning, respect and safety areas important as literacy and critical thinking skillswhen exploring an anti-bias curriculum. Researchshowsthatstudentsneedtofeelbothphysicallyandemotionally safe to learn. This includes safety fromstereotypethreat,harassmentandexclusion.

Creating a safe climate takes time and work. Thesearesomeofthemostimportantcomponents:

• Activeteachingofsocial-emotionalskills

• Attentiontocreatingpositiverelationships

• Bullyingpreventionandintervention

• Communitybuilding

• Explicit focusonunderstandingandappreciatingdifferences

• Meaningfulconflictresolution

• Teachingstudentstochallengebiasandexclusion

• Upstandertraining

Work on classroom climate and social-emotionallearning cannot simply focus on empathy, kindnessand inclusion. Social difference and bias underlie

manyunsafeandexclusionarybehaviors;theseissuesneedtobediscussedexplicitly.Appreciationformulti-cultural perspectives is also critical when teaching

about relationship building, conflict managementandcommunity.Thishelpsstudentslearntodrawonmany traditions and experiences and address socialdivisionsintheclassroom.

CONNECTION TO ANTI-BIAS EDUCATIONPrioritizing social and emotional safety supportsthreeofthefouranti-biasdomains:Identity,Diversityand Action. This practice supports a classroomcommunity inwhichstudents feelsecureenoughtoengageinrespectful,productiveconversationsaboutidentityanddiversity.Thisworkalsomodelsactionsnecessarytonurtureinclusive,respectfulconnectionsacrosslinesofdifference.

STRATEGIESClassroom Contracts Acontractofnormsandbehav-iors can help define the classroom community as asocially and emotionally safe place. Students shouldparticipate in shaping the contract, identifying a listofagreementsabouthowclassmemberswilltreatoneanother,talktogetherandsoon.Issuessuchasidenti-ty,differenceandpowershouldbeaddressedexplicit-ly.Forexample,acontractcouldinclude“Listenwithrespect to theexperiencesofothers,”“Try tounder-standwhatsomeoneissayingbeforerushingtojudg-

ment”or“Put-downsofanykindareneverOK.”

Explicit Anti-bullying or Community-Building Curricula Many powerful anti-bullying and commu-nity-buildingcurricula,whenintegratedintothereg-ular school curriculum, can build social-emotionalskills and teach students to manage conflict. Belowareafewsuggestedresources.Notalladdressdiver-sityorbiasissuesspecifically;besuretoaddtheseis-suestotheexistingmaterialsifthey’remissing.• Tribes Learning Community. Research-based ap-

proaches to classroom and schoolwide commu-nity building, social-emotional education and thedevelopmentofpositivelearningcommunities(allgrades).

Want to develop your own classroom contract? These resources may help:

facinghistory.org/resources/strategies/contracting

tolerance.org/speaking-kindness

tolerance.org/new-set-rules


• Respect for All Project (GroundSpark).Award-win-ningfilms,curriculumguidesandteachertrainingon issues of bias-based bullying, family diversity,genderroleexpectationsandLGBTinclusivity(allgrades).

• Steps to Respect/Second Step (Committee for Chil-dren). Research-based social-emotional learningandbullying-preventionprograms(pre-Kthroughmiddleschool).

• Bullied: A Student, a School and a Case That Made History (Teaching Tolerance). Documentary andteaching guide about one student’s ordeal at thehandsofanti-gaybulliesandhisfightagainsthateandharassment(middleandhighschool).

• A Guide to the Film Bully by Lee Hirsch (Facing His-tory and Ourselves).Filmanddiscussionguideonbullyinganditsprofoundimpactonseveraldiffer-entstudentsandfamilies(middleandhighschool).

Participation in Mix It Up at Lunch Day MixItUpisaTeachingToleranceprogramdesignedtohelpstu-dents identify, question and cross social boundaries.Launched in 2001, Mix It Up recognizes that someof the deepest social divisions in schools are foundinthecafeteria.Eachfall,TeachingTolerancespon-sorsanationalMixItUpatLunchDaywhenschoolsaroundthecountryencouragestudentstomoveoutoftheircomfortzonesandshareamealwithpeerswhoaredifferentfromthem.

10. Values-Based Behavior ManagementDESCRIPTIONDiscipline and behavior management are central toclassroom culture. How are students encouraged totreat one another? What happens when they makepoorchoicesorpresentbehavioralchallenges?Whatshapes student-teacher interactions? And whathappenswhenconflictsarise?

This critical practice asks teachers to think aboutbehavior management in light of five key principlesfromthePerspectivescurriculum:

• Beliefinthedignityofeveryperson

• Communitybuilding

• Equityandfairness

• Respectforculturaldifferences

• Respectforthesafetyandinclusionofallindivid-ualsandgroups

These values can be creatively infused into disci-plinary practices. However, in general, responsiveclassroomsaddressthreekeyaspects.

First, behavior management systems must supportsafe, inclusive communities by enforcing highstandards for respectful interaction; incorporatingstudent-generated discipline policies; teaching

conflict resolution; and actively addressing allinstancesofbias,bullying,exclusionordisrespect.

Second, disciplinary incidents must go beyondpunishment and be treated as opportunities forgrowth, restitution and community building. Thisis not to say that rules violations should not be metwithconsequences.However,ifcommunityrespectistobeacoreclassroomvalue,studentsshouldnotbecastoutofthegroup,eveniftheystruggletoliveuptoexpectations.

Finally,behaviormanagementpracticesmustreflectfairness, equity and cultural awareness. Researchshows that students of color and special educationstudents face disproportionate rates of discipline,suspensionandexpulsion.Thesepatternshavedevas-tating social consequences. Applying disciplinaryrules fairly requires self-awareness and willingnessto suspend judgment (positive as well as negative)aboutindividualstudents.Culturealsoplaysaroleindisciplinaryjudgments;insomecases,“inappropriatebehaviors”mayreflectaculturalmismatchbetweenthenormsoftheschoolandthenormsofastudent’shome culture. Teachers can better understand therelationship between culture and discipline byworkingonarelatedcriticalpractice:self-awarenessandculturalcompetency.

Start Mixing It Up!Register your school, get planning tips and download posters at tolerance.org/mix-it-up.


CONNECTION TO ANTI-BIAS EDUCATIONTakingavalues-basedapproachtobehaviormanage-mentanddisciplinesupportsoneofthefouranti-biasdomains: Justice. This practice exposes students tocommunity-buildinggoalsandtoasystemof justicethat values all people and builds connections ratherthancreatesdivisions.

STRATEGIESStudent-Generated Agreements and Contracts In-volvingstudentsinthedesignofclassroomdisciplinepolicies can go a long way toward establishing buy-inandsharedownershipofclassroomculture.Ideal-ly, students will work on the policies as a class, butteachers can also work individually with studentswhoneedextrasupport.

“Zero Indifference” but Not Zero Tolerance Althoughzero-tolerance policies are popular, mounting ev-idence suggests that this approach does not makeschools safer. An alternative (recommended by theAmericanCivilLibertiesUnion;theGay,LesbianandStraight Education Network; the Anti-DefamationLeague; the Respect for All Project; and TeachingTolerance) is taking a “zero-indifference” approachtobullying,harassmentandotherdisciplinaryissues.Zero indifference means never letting disrespectfulconductgounaddressed;schoolstaffalwaysnameandrespondtobehaviors,buttheydonotimplementau-tomaticsuspension,expulsionorotherpunishments.

Restorative Justice Restorativejusticeisanapproachtoschooldiscipline(andcriminaljustice)thatempha-sizesrepairingharmandrestoringrelationshipsrath-erthansimplypunishingthosewhohaveengagedinmisconduct. Restorative justice spans a wide varietyofpracticesandstrategies,includingpeacemakingcir-cles,peerjuryprocesses,mediation,conferencingandclassroomdiscussionsfocusedonbuildingempathy.

Learn MoreDownload the Criminal Justice Information Authority’s guide on implementing restorative justice.

tolerance.org/sites/default/files/BARJ_Guide.pdf

Zero-tolerance policies don’t work. Find out why at tolerance.org/pushed-out.


Family and Community Engagement

11. Culturally Sensitive CommunicationDESCRIPTIONStrongcommunicationbetweenschoolstaffandfami-lies is important in any school and has special rele-vanceforschoolscommittedtoanti-biaseducation.

Communication built on misinformation, assump-tions or stereotypes can create distance betweenschools, families and students. If handled withrespect and cultural sensitivity, however, school-family communication provides an opportunity toliveoutthevaluesofinclusivenessandequity,whichareattheheartofanti-biaseducation.Thefollowingguidelines can help schools avoid communicationpitfallsandsupportteacher-familyrelationshipsbuiltonrespect:

• Assumegoodintentions,andapproachallfamiliesaspartnerswhowantthebestfortheirchildren.

• Invite parents or guardians to share knowledgeabout their students’ lives, interests, hopes andstruggles.

• Invite parents or guardians to share informationaboutfamilyculturesandtraditions.

• Recognizeandrespectdifferencesinfamilystruc-tures.

• Recognize the role that identity and backgroundmayplay inshapingrelationshipsbetweenteach-ersandfamilies.

• Bringasenseofself-reflectivenessandculturalhu-militytoallconversationsandinteractions.

• View linguistic, cultural and family diversity asstrengths.

In addition to setting a tone of respect and inclu-sivity,strongcommunicationwithfamiliesalsooffersteachersanopportunitytoinvitefamilyinvolvementandsharecurriculargoals,materialsandresources.

CONNECTION TO ANTI-BIAS EDUCATIONAttending to culturally sensitive communicationsupports twoof the fouranti-biasdomains:IdentityandDiversity.Culturallyrelevantfamilyengagementstrategiescommunicatetostudentsthattheirfamilyidentitiesareunderstoodandvalued.Italsodemon-strates respect for families with a diverse range ofbackgroundsandstructures.

STRATEGIESInclusive Terminology and Materials Positivecommu-nicationcanbeassimpleasusinginclusivelanguagewhenwritingandspeakingtofamilies.Forexample,instead of sending home a note that opens, “DearParents,” use a greeting such as “Dear Families.” Allcommunication should be checked for assumptionsabouthouseholdresources,familytraditions,cultur-alpractices,politicalaffiliationsorotherlifecircum-stances.Forinstance,insteadofaskingfor“mother’sname”and“father’sname”onaform,haveaspacefor“namesofparents/guardians.”

Recognition of Key Relationships Teachers shouldmake a point of learning the central figures in eachstudent’s life—includingthosewhomaynotbe legalparents or guardians—and involving them as appro-priate.Thismayincludewelcomingstepparents,pa-rental partners (regardless of gender) or extendedfamilymembers.

Use of Home Languages Becauselanguageplaysacru-cialroleinfamilies’lives,teachersshouldcommuni-catewithparentsintheirhomelanguagesasmuchaspossible.Wheneverpossible,familymaterialsshouldbeprovidedinstudents’homelanguages.Whentrans-lationisneeded,aschool-providedtranslatorshouldbeemployed,asaskingstudentstotranslatecanputtheminanawkwardposition.

Beginning-of-the-Year Questionnaires or Conversa-tions Teacherscangathervaluableinformationabout

CRITICAL PRACTICES11. Culturally Sensitive Communication

12. Inclusion of Family and Community Wisdom

13. Increased Connections Among Families

14. Use of Local Resources

15. Engagement with Community Issues and Problems


students by connecting with parents and guardiansearlyintheschoolyear.Askingfamilymembersaboutstudents’ strengths, challenges and lives outside ofschool—aswellasabouttheirownhopesandfears—

provides important background, sets a collaborativetoneandallowsclassroompracticetoreflectstudentidentities.

12. Inclusion of Family and Community WisdomDESCRIPTIONIncorporating family and community knowledgeenhancesstudentlearning.Studentspossesstremen-dous experiential wisdom on issues related to iden-tity, culture, history and justice. Parents, grandpar-ents, aunts, uncles, friends, cousins, neighbors andcommunity leaders frequently have stories to shareabouttheirlivesandperspectives.

Family and community wisdom can put a personalface on historical or sociological material and helpdemystifyunfamiliartopics,suchasLGBTidentityorlivingwithadisability.Hearingfromrealpeoplewhohave livedthrougherasofchangeorparticipated insocial justice movements can provide inspiration aswellasinformation.

Students also carry knowledge of their families andcommunities inside themselves. Making room toshare this knowledge supports the development ofstudentidentities.

Familyassignmentsmustbeenvisionedandexplainedinaculturallysensitivemanner.Aseeminglyharmlessactivity, such as creating a family tree, can margin-alize students whose biological relations are distantor unknown. Such assignments can be modified torecognize the key relationships in students’ lives.Other ways to incorporate family and communitywisdom into the curriculum include communitysurveys,studentconversationswithfamilymembers,interviews, guest speakers, video projects, art proj-ects, memoir or other family-based writing, oralhistories,learningfromfamilymembers’professionalexperiences, and incorporating family or culturalperspectivesintotheanalysisoftexts.

CONNECTION TO ANTI-BIAS EDUCATIONDrawingonstudents’familyandcommunitywisdomsupports twoof the fouranti-biasdomains:IdentityandDiversity.Bylisteningtothestoriesoftheirownfamiliesandcommunities,studentscandeepentheirsense of self and make personal connections withhistorical,literaryandsociologicalmaterial.Hearingabout different classmates’ families and communi-

ties can also foster new perspectives on their ownexperiencesandexpandtheirunderstandingofothergroups,culturesandcommunities.

STRATEGIESFamily Interviews Students can interview fami-ly members on a variety of issues such as historicaleventsoreras,familyexperiencesofjusticeorinjus-tice, evolving cultural norms, social movements andidentity. Interview format, questions and reportingpractices should be customized based on gradelevelandeducationalgoals.

Guest Speakers Familyandcommunitymemberscanvisittheclasstospeakaboutarangeoftopics.Theirconnectionstotheseissuesmaybepersonal,profes-sionalorboth.

Community Research Conducting community-basedresearch can deepen students’ understanding of so-cialjusticeissues.Thisresearchmightincludeopin-ion surveys orneedsassessments, community inter-views,visitstolocalsitesorInternetresearchaboutcommunityhistory.

Family Interviews in PerspectivesSee the Community Inquiry and Do Something phases of the Perspectives Integrated Learning Plan for ideas on how to help students conduct meaningful research and interviews that involve family and community members.


13. Increased Connections Among FamiliesDESCRIPTIONAsstudentslearnandgrowtogetheroverthecourseof weeks, months and years, parents and guardianscan learn along with them. Strong connections givefamilies the opportunity to support one anotherin nurturing their children’s identities and values,adding richness to the work of anti-bias and socialjusticeeducation.

There are lots of ways to bring families together,including in-school or community-based events,group email lists and social media. Teachers, schooladministrators, students, or parents and guardianscancoordinateappropriatefamilyconnectionsbasedon the students’ age and the composition of thecommunity.Elementaryschoolstudents,forexample,maybemorelikelythanhighschoolstudentstoenjoyattendingeventswiththeirfamilies.Agivenactivitymayresonatewithsomeculturalcommunitiesmorethanothers(thoughitmightbegoodtooffer“stretch”events as well). And some communities will haveaccesstothetechnologyandskillsneededtosupportonlineinteraction,whileotherswillnot.

CONNECTION TO ANTI-BIAS EDUCATIONBuildingconnectionsamongfamiliessupportstwoofthefouranti-biasdomains:IdentityandDiversity.Thispracticedeepensstudents’awarenessofthepersonaland cultural contexts that shape personal experi-ence.Italsoprovidesa“learninglab”forintroducingdifferentfamilystructuresandtraditions.Makingthecurriculum more visible to classroom families helpsgenerate support for anti-bias education work andprovidesopportunitiesforfamiliestoworkwiththeirchildren on social justice issues. These connections

can also foster diverse relationships that echo andstrengthenkeymessagesfromthecurriculum.

STRATEGIESFamily Events Eventsthatbringstudentsandfamiliestogetherincludefamilypotlucksorpicnics;familyaf-finityevents(e.g.,forfamiliesfromacertainculturalorethnicgroup,forLGBTfamilies,forfamiliesofcol-or,foradoptivefamilies);showcasesofstudentwork;student or community performances; film nights;gamenights;andculturalormulticulturalevents.

Parent/Guardian Education Programs Educationalprogramming supports community building and en-gages family members. Possible programs includefilms,speakersordiscussionsforparentsandguard-ians on topics such as bullying prevention, identitydevelopment, racial experiences, gender expression,sexuality, learning differences and family diversity.Eventsmaystandaloneorbepartofanongoingseries.

Family Service/Engagement Projects Service projectscanincludefamilyactiondaysatthelocalfoodbank,workingtogetheronneighborhoodpoliticalandsocialissues,attendingcommunityeventssuchasMartinLu-therKingJr.DaycelebrationsorLGBTPrideevents,andfundraisingprojectsforcommunitycauses.

Pooling Resources and Sharing Support In additionto organizing or publicizing formal events, teacherscanencouragefamiliestoconnectinformallytoshareinformationandresourcesandtosupportoneanoth-erintimesofneed(e.g.,thebirthofanewbabyoradeathinthefamily).Theschoolcanfosterthistypeofsupportbynamingitasanexplicitpriorityandcreat-ingauser-friendlycontactlistoronlinedirectory.

14. Use of Local ResourcesDESCRIPTIONAll local communities have valuable resources thatcan enhance teaching and learning on social justicetopics,eveniftheseresourcesarenotalwaysexplicitorobvious.Theyincludeevents,people,placesandorganizations.

• Events.Culturalandcommunitycelebrations,commemorations,politicalactions,artisticevents,performances,studentconferencesandcommuni-tyeducationevents.

• People.Elders,artists,musicians,researchers,com-munity leaders, policymakers, journalists, advo-cates,localhistorians,culturalworkersandevery-

Local Resources and PerspectivesThese resources can be integrated into Perspectives material by bringing speakers into the classroom and taking students into the community on site visits, field trips or service learning projects.


daypeoplewhohaveexperiencedandworkedonsocialjusticeissues.

• Places.Museums,culturalcenters,libraries,neigh-borhoodlandmarks,andsitesofhistoricalinterestorstruggle.

• Organizations.Formalorinformalgroupsengagedinrelevantcultural,artistic,socialorpoliticalprojects.

CONNECTION TO ANTI-BIAS EDUCATIONDrawing on local resources supports all four anti-biasdomains:Identity,Diversity,JusticeandAction.Witnessing marginalization, power dynamics andactivism in their own communities strengthenspersonalconnectionswiththesecurricularconcepts.At a broader level, schools benefit from communityconnections and partnerships, and communitiesbenefit when citizens are educated in matters ofequityandjustice.

STRATEGIESClassroom or School Presentations Individualsoror-

ganizational representatives can be invited to speakabouthowtheirlifeorworkexperiencesrelatetoso-cialjusticethemes.

Neighborhood Explorations Social-movement-basedhistoryandculturalknowledgeoftenconnecttospe-cific cities and neighborhoods. For example, certainNewYorkCityneighborhoodsofferwindowsintothelives of different immigrant groups during the 19thand 20th centuries. Montgomery, Ala., houses land-marksandmonumentsfromthecivilrightsera.Visit-ingsiteslikethesecanaddrichnesstostudents’cur-ricular experiences. Neighborhood explorations canalsobepairedwithclassroomorschoolpresentations.

Connecting with Community Organizations Mostcit-iesandtownshavelocalorganizationsthatengageincultural activities, community service efforts or so-cialjusticeadvocacy.Manyoftheseorganizationsarehappytopartnerwithschools,providestudentswithinformation and offer opportunities for students toparticipateintheirprojects.

15. Engagement with Community Issues and ProblemsDESCRIPTIONAcorecomponentofanti-biaseducationislearningto take action against exclusion, prejudice anddiscrimination; it can be especially powerful forstudents to do this in their own schools and localcommunities.

Considerthefollowingtipsforensuringthatcommu-nityengagementeffortsreflectanti-biasvalues:

• Createacommunityactionprojectthataddressesrealneeds.Communityorganizationscanhelpar-ticulatetheseneedsandsuggestwaystomaximizestudents’timeandtalents.

• Drawonstudents’knowledgeofandpersonalcon-nection to the issues involved. The more specifictheproject,thebetter.

• Includeastrongresearchcomponentthatensuresstudents’ efforts to increase their knowledge andunderstandingarenotsimplybasedonwhattheyalreadyknow.

• Incorporate reflection about student attitudes toensuretheprojectdoesn’treinforceassumptionsorstereotypesaboutspecificpeopleorcommunities.

• Providewritingpromptstohelpstudentsconsider

personalchangestheycanmaketochallengebias,exclusionandinjustice.

• Study the broader social context surrounding thecommunity problem. Intervene if students “blamethevictim”forchallengesbeyondindividualcontrol.

• Usetextstosparkstudentreflectionaboutcommu-nitychallengesandissues.

• Work “with,” not “for,” individuals or groups theclasswantstosupport.

CONNECTION TO ANTI-BIAS EDUCATIONExpecting students to engage directly with commu-nity issues and problems supports two of thefouranti-biasdomains:JusticeandAction.

Community Engagement and PerspectivesBecause one goal of the Perspectives curriculum is for students to recognize, analyze and work against bias and injustice in their own schools and neighborhoods, this practice builds links between academics and action.


STRATEGIESPersonal Action Plan After reading about prejudiceor discrimination, the Personal Action Plan assign-mentasksstudentstoreflectontheseissuesintheirownsurroundingsandexplorehowtheymighthelpmaketheirschoolandcommunitymorewelcoming,inclusive and equitable. The Personal Action Plancan focusononeparticular topic (e.g.,name-callingandbullying,peerculture,diversityofgenderexpres-sionorLGBTissues),oritcanbemoregeneral.Plansshouldfocusonactsofpersonalchange,andstudentsshouldsharetheirplanswithclassmatestobuildac-countabilityforimplementation.

“Fighting for Fairness” Letters The Fairness LetterProject(LiveOakSchool,SanFrancisco,Calif.)asksstudentstoidentifyaninstanceofunfairnessintheirschool or community, research the issue and writean advocacy letter to a person or organization withpower to change the situation. In addition to devel-opingissue-basedanalysisandcriticalwritingskills,thisprojectrequiresstudentstoevaluatehowchangehappens and where they can best channel their ef-fortsformaximumimpact.

Student-Designed Community Projects Any socialjusticeissuecouldinspireanindividualorgroupproj-ectdesignedtosupportlocalpeople.Possibleprojectsinclude designing a public service announcement,conductingasurveyoropinionpoll,providingdirectservicethroughacommunityagency,creatingawork-shoporeventorhostingajustice-themedartshow.

Ongoing Partnerships with Community OrganizationsSemester-oryear-longcommunitypartnershipsofferstudentsachancetoestablishcontinuityanddeeperconnections with particular issues, populations orprojects.Apartnershipspanningmultipleyearsgiveseachclassachancetobuildonpreviousclasses’work,multiplyingtheimpact.


Teacher Leadership16. Self-Awareness and Cultural CompetencyDESCRIPTIONCultural competency is the ability to work effec-tively—and sensitively—across cultural contexts. Itinvolves learning, communicating and connectingrespectfully with others regardless of differences.Culturecanrefertoanindividual’srace,class,gender,sexual orientation, religion, immigration status andage, among other things. All these factors stronglyinfluencepeople’slivesandexperiences.

Teachers—regardless of background or iden-tity—must bring both cultural understanding andself-awarenesstotheirwork.Theprocessofbuildingthis understanding and awareness includes severalkeycommitments:

• Askingoneselfhowissuesofsameness,differenceand power impact interactions with colleagues,studentsandfamilies.

• Developingskillsandattitudes thatbridgecultur-aldifferencessuchasempathy,flexibility,listeningwithoutjudgment,appreciationformultiplecultur-alperspectivesandcross-culturalcommunication.

• Genuinelyseeingdiversityasastrengthandanop-portunity,ratherthanasan“issue”orproblem.

• Thinkingaboutwhateachofusstillneedstolearn,and engaging in relevant professional develop-ment,dialogue,studyorpersonalreflection.

• Understandinghowone’sownlifeexperiencescanhelpbuildrelationshipswithstudentsandenhancecurriculum.

Many educators work in schools and communi-ties with changing demographics; commitmentsto cultural competency, therefore, require ongoingeffort,reflectionandpersonalhumility.

CONNECTION TO ANTI-BIAS EDUCATIONPrioritizing self-awareness and cultural compe-tency supports three of the four anti-bias domains:Identity, Diversity and Action. Because the worktouches on issues of personal identity and experi-ence, it is important that students receive “lived”messagesthatareconsistentwiththestatedmessagesin the curriculum. Culturally aware teachers

model how to live the core values in the Anti-biasFramework.Thesevaluessupportasafeandinclusiveapproachtoworkingwithstudents,colleagues,fami-liesandcommunities.

STRATEGIESSelf-Assessment A number of cultural competencyself-assessments exist. Most include either self-re-flection questions or checklists of indicators relatedtoculturallycompetentpracticeagainstwhichteach-ers or organizations can measure their work. Thesetoolscanbeusedforpersonallearning,groupdiscus-sionorboth.

Professional Development on Working with Specific Groups School communities benefit when teachersand other staff participate in professional develop-ment opportunities focused on working with LGBTyouth, students with disabilities, English languagelearners, specific racial or ethnic groups and so on.Reading and sharing professional journals, books orblogsrelatedtoanti-biaseducationcanaugmentpro-fessionaldevelopment.

CRITICAL PRACTICES16. Self-Awareness and Cultural Competency

17. Speaking Up and Responding to Prejudice, Bias and Stereotypes

18. Building Alliances

19. Leading Beyond the Classroom

20. Ongoing Reflection and Learning

For examples of cultural competency self-assessments, visit tolerance.org/tpt or teacher.scholastic.com/professional/selfassessment/checklist/index.htm.


17. Speaking Up and Responding to Prejudice, Bias and StereotypesDESCRIPTIONEducatorsteachasmuchbyexampleasbyfollowinga curriculum. Role-modeling proactive responses tobias,discrimination,exclusionandbullyingisoneofthemostimportantwaysteacherscanexerciselead-ership. This means intervening every time studentstease, bully or use slurs or stereotypes. It meansspeakingupagainstbiasedjokesandcriticisms.Anditmeanspointingoutinjusticeduringdiscussionsofhistoryandliterature,incommunityandschoolinter-actions,orinthenews.

Beingasocialjusticeleadermeansfindingthecourageto be an “upstander” in any context, including withcolleagues(staffmeetingdialogues,discussionsaboutstudents and families, informal interactions and soon).Leadershipalsomeansspeakingupifonegrouporindividualisdominatingdiscourseattheexpenseofothervoices.

In the context of school-family relationships,addressingbiasmayinvolve(gently)challengingthenegativeassumptionsorcommentsmadebyparents,guardiansandotherfamilymembers.Italsorequiresfindingrespectfulwaysofstandingstrongiffamiliesresist curriculum topics such as race, immigration,economicdisparities,LGBTexperienceandreligion.

CONNECTION TO ANTI-BIAS EDUCATIONResponding to prejudice, bias and stereotypessupportsoneofthefouranti-biasdomains:Action.Bychallenging discrimination and exclusion, teachersmodel the curriculum’s commitment to action andsupportasafeandjustspacefordiversemembersoftheschoolcommunity.

STRATEGIESVisual Symbols of Inclusion and Safety Teacherscandisplayposters,stickersandsignsintheirclassroomstosignal theircommitment tostandingagainstbias,discrimination and bullying. These materials offermessages like “Hate-Free Zone,” “Safe Space (forLGBTStudents),”“BullyingStopsHere,”“AllFamiliesWelcome”and“NoOneIs‘Illegal.’”

Consistent Intervention on Bullying and HarassmentResearch indicates that teachers intervene in only14 percent of bullying episodes in the classroomand 4 percent of incidents outside the classroom.Intervention rates may be low in part because mostharassmenthappenswhenteachersarenotpresent;however, there is room for improvement. Educatorsmay choose not to interrupt bullying because theyare inahurry,because theydon’tknowwhat tosayor because they don’t want to take time away frominstruction.Consistentlyinterveningwithharassmentorbullyingbehavior,however,sendsthemessagethatstudentsafetyisapriority.

Using “I Statements” to Challenge Bias and Discrim-ination Among Adults It can be hard to speak outagainststereotypes,slursorbiasinaprofessionalset-ting.Using“Istatements”ishelpfulforstartingcon-versations.Forexample,“Itmakesmeuncomfortabletohearpeoplesayingthatfamiliesfromthehousingprojectsdon’tvalueeducation”or“Iknowyouproba-blydon’tmeananythingbyit,butIfindithardtolis-tentothosekindsofanti-gayjokes.”Thesecommentsshouldnotbetheonlytypeof interventionteachersuse;deeperdiscussionwillfrequentlybenecessarytocreatemeaningfulchange.

18. Building AlliancesDESCRIPTIONAseducatorsplantoimplementanti-bias curricula,itisimportanttheyfinddiversealliesfortheiranti-biasandsocialjusticeteachingefforts.

Building alliances is about working together, givingandreceivingsupportandcreatingasoundingboardfor anti-bias curriculum planning. Alliance-buildingalsogivesteachersspacetodiscussthecriticalprac-tices outlined in this guide. Allies can be colleagueswithin the school or from outside networks.Connectingwithindividuals“beyondthechoir”and

outside personal friendships diversifies the networkofalliesanddeepensthiswork.

Diversity and social justice topics such as race,immigration and LGBT issues may be difficult oruncomfortable to talk about. Having a critical massofsupportcanhelpforwardtheagendaandprovidesupport in the face of resistance. If the ally groupincludesadiverserangeofmembers,theworkwon’tbecome identified with the perceived interests oragendasofaspecificgroup.


Finally, a community teaching an anti-bias curric-ulum—like Perspectives—together at a single siteincreases the curriculum’s impact. Including activi-tiesacrossgradelevelsandsubjectscanbuildmuchdeeper understanding over time than any singleteachercanaccomplish.

CONNECTION TO ANTI-BIAS EDUCATIONBuildingalliancessupportstwoofthefouranti-biasdomains: Diversity and Justice. This type of collab-oration reinforces the idea that unity, solidarity andcooperationarenecessaryforcreatingsocialchange.

STRATEGIESCollaborative Planning and Cross-Class Projects Alli-ancescanevolvethrough jointcurriculumoractionprojects.Theseprojectscanbedoneacrossgradelev-

elsorclassesorwithgroupsfromotherschools.Col-laborative projects offer both students and teachersopportunities to deepen their shared understandingofanti-biasissues.

Professional Learning Communities Learningcommu-nities,suchasreadingordiscussiongroups,provideregular opportunities for building relationships andsupporting professional development. Some groupshaveanassignedorganizerandfacilitator,whileoth-ersrotateplanningandleadershipresponsibilities.

Networking Attendingandpresentingatconferencesisonewayteacherscanlearnnewstrategiesandbuildallies outside their immediate school communities. National conferences and conference organizers ofparticularrelevancetodiversityandanti-biaseduca-tionissuesincludetheNationalAssociationforMul-ticulturalEducation,Teachers4SocialJustice,WhitePrivilegeConference,CreatingChange,FacingRace,theNationalAssociationofIndependentSchoolsPeo-pleofColorConferenceandtheNationalAssociationfor Bilingual Education. Teachers can also tap intolocalgroupsandonlinecommunitiestonetworkre-gardingsocialjusticeissues.

19. Leading Beyond the ClassroomDESCRIPTIONAsadvocatesforsocialjustice,teachersshapecurric-ulumanddemonstrateanti-biasleadershipoutsidetheclassroom.Thismeansdiscussinganti-biaseducationwithcolleagues,schoolleadersandpowerfulcommu-nitypartners.Thesediscussions canbenefitnotonlystudents,butalsofamilies,communitymembersandthelargerprofessionalfield.

The followingquestionsprovideastartingpoint forteachersseekingtobuildorexpandtheirleadershipefforts:

• Whatistheroleofanti-biaseducationinourclass-roomsandschools?Howcanthefocusonidentity,diversity, justice and action be woven through allaspects of teaching, learning, school climate andpolicy?

• Inwhatwaysdoesourownbehavior(andsharingofpersonalknowledge)atschoolmodelvaluesfromouranti-biascurriculum?Howcanwedomore?

• Whatrelevantcommunityissueswouldwelikeourclassesorschoolstoactivelyaddress?

• What successes, ideas or lessons from our ownwork might interest colleagues or the larger pro-fessionalcommunity?

CONNECTION TO ANTI-BIAS EDUCATIONDemonstrating leadership beyond the classroomsupportstwoofthefouranti-biasdomains:Diversityand Justice. This work is unfamiliar—even uncom-fortable—to many schools and communities. It maytake advocacy and support to break through resis-tance related to time restraints, teacher overload,parent negativity and so on. Teachers also have thepower to “lead by example” by showcasing theirongoing learning about diversity and justice andtheircommitmenttocreatingabetterworld.

More voices means a broader platform from which to deepen the impact of Perspectives in your classroom and school community.

To make a case for using Perspectives, teacher-leaders can highlight the connection between the curriculum’s content and the Common Core State Standards.


STRATEGIESInitiating Courageous Schoolwide Conversation About Social Justice Education Raising awarenessand inspiring interest in anti-bias issues is perhapsthe most important leadership activity teachers canundertake. These conversations can enhance thecurriculum,createamore-inclusiveclimate,addressdisparities in performance or disciplinary practices,deepenconnectionsamongfacultyandstaff,deepenconnectionswithfamiliesandbuildacultureofon-

going dialogue and professional development. Dis-cussionscanbeinitiatedinbothformalandinformalvenues, including planning meetings, trainings andcurriculumdevelopmentsessions.

Sharing Strategies Teachers can showcase anti-bi-as strategiesandapproacheswithcolleaguesduringplanning processes, within professional learningcommunitiesorwithlargeraudiences(Internetcom-munities,conferencepresentationsandsoon).

20. Ongoing Reflection and LearningDESCRIPTIONTheworkofsocialjusticeeducationisneverfinished.Thereisalwaysmoreforbothteachersandstudentstolearn—aboutthemselvesandothers,aboutidentityand diversity, about discrimination and empower-ment, and about how they all relate. Being a teach-er-leader in theanti-biasfieldmeansembracing theopportunityforongoingreflectionandgrowth.

Teacherscanemploybothformalandinformal,indi-vidual and collective strategies to stay current onsocial justice issues. Examples include reading andwritingresearcharticles,journaling,blogging,partic-ipatinginonlinediscussiongroups,attendingprofes-sional development workshops and conferences,takingcoursesandjoiningastudygroup.

CONNECTION TO ANTI-BIAS EDUCATIONOngoing learning and reflection support one of thefour anti-bias domains: Action. Without ongoingefforts, anti-bias education becomes unsustainableand irrelevant. Personal exploration helps prepareteachers to address a broader range of anti-biastopicsmoredeeply.Ongoinglearningalsomotivatesteacherstouseandpromotethecurriculumfromyeartoyear.

STRATEGIESJournaling Journals help capture evolving thoughtson anti-bias content and curriculum, classroom orschooldynamicsrelatedtoidentityanddiversity,per-sonalexperiencesrelatedtotheseissuesandrelevantinsightsfromdiscussiongroupsandtrainingsessions.

Professional Development Professionaldevelopmentworkshops and conferences can prompt reflection,invigorate teachers and build content knowledge,skillsandleadership.

Critical Friend Relationships Collegial friendshipscanprovidesafe,constructiveopportunitiestoworkthrough curricular material, implementation issuesor difficult interactions. Critical friends can observeone another’s classes, review assignment ideas, dis-cussthejoysandcomplexitiesofanti-biaseducationandpointoutbiasesoroversights.Tobesuccessful,all of this must be done within a context of mutualcare,regardandtrust.


ANTI-BIAS FRAMEWORK

K-12 Anchor Standards and Domains

1. Students will develop positive social identities

based on their membership in multiple groups in society.

2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.

3. Students will recognize that peoples’ multiple identities interact and create unique and complex individuals.

4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people.

5. Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

6. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.

7. Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.

8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

9. Students will respond to diversity by building empathy, respect, understanding and connection.

10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

11. Students will recognize stereotypes and relate to people as individuals rather than representatives of groups.

12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).

13. Students will analyze the harmful impact of bias and injustice on the world, historically and today.

14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.

15. Students will identify key figures and groups, seminal events and a variety of strategies and philosophies relevant to the history of social justice action around the world.

16. Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.

17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.

18. Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias.

19. Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure.

20. Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.

IDENTITY DIVERSITY

JUSTICE ACTION


ANTI-BIAS FRAMEWORK

K-2 Grade Level Outcomes and ScenariosAnchor Standard Code Grade Level Outcome Anti-bias Scenario

Identity 1 ID.K-2.1 I know and like who I am and can talk about my family and myself and name some of my group identities.

For show and tell, Joi brings in a picture of her family on a church camping trip. “My family goes camping a lot. I like camping,” she says. “I’m a Christian, and sometimes my family goes camping with the church. I’m also a big sister, so I have to help my parents take care of my little brother, especially when we go camping.”

Identity 2 ID.K-2.2 I can talk about interesting and healthy ways that some people who share my group identities live their lives.

Identity 3 ID.K-2.3 I know that all my group identities are part of me—but that I am always ALL me.

Identity 4 ID.K-2.4 I can feel good about myself without being mean or making other people feel bad.

Identity 5 ID.K-2.5 I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.

Diversity 6 DI.K-2.6 I like being around people who are like me and different from me, and I can be friendly to everyone.

As children are funneling into her classroom on a Monday morning, Ms. Franklin overhears a conversation between two students.

Diversity 7 DI.K-2.7 I can describe some ways that I am sim-ilar to and different from people who share my identities and those who have other identities.

“What did you do last weekend?” Kev-in asks Lisa. “My moms took me to the zoo!” Lisa replies.

Diversity 8 DI.K-2.8 I want to know about other people and how our lives and experiences are the same and different.

“You have two moms? Do you call both of them Mom?”“I call them Mamma Kendra and Mamma Sam,” Lisa says.

Diversity 9 DI.K-2.9 I know everyone has feelings, and I want to get along with people who are similar to and different from me.

Diversity 10 DI.K-2.10 I find it interesting that groups of people believe different things and live their daily lives in different ways.


K-2 Grade Level Outcomes and Scenarios (cont’d)

Anchor Standard Code Grade Level Outcome Anti-bias Scenario

Justice 11 JU.K-2.11 I know my friends have many identities, but they are always still just themselves.

Shawna timidly approaches her teacher, Mr. Bradley, after school. She explains that her uncle, who picks her up from school, frequently says negative things about black people, and it has been making her feel uncomfortable. “He says that I shouldn’t be friends with Renee and Jeffrey anymore because they’re black,” Shawna says, “but I love all my friends!” Mr. Bradley tells Shawna that he’s proud of her and is sorry that she has to deal with something so difficult. He knows that Shawna’s parents would never approve of the way her uncle is talking and promises to call them that evening to discuss the situation.

Justice 12 JU.K-2.12 I know when people are treated unfairly.

Justice 13 JU.K-2.13 I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

Justice 14 JU.K-2.14 I know that life is easier for some people and harder for others and the reasons for that are not always fair.

Justice 15 JU.K-2.15 I know about people who helped stop unfairness and worked to make life better for many people.

Action 16 AC.K-2.16 I care about those who are treated unfairly.

At recess, Joe notices that Stephen has chosen to play with a baby doll. Joe snatches the doll away from Stephen, saying, “Dolls are for girls, not boys.” Anne notices the incident from across the room and decides to intervene. “Don’t be mean to Stephen. It’s OK that he likes different things than you or the other boys. How would you feel if someone told you that you couldn’t play with your favorite truck?”

Their teacher, Mrs. Johnson, has taken notice of the situation. “Anne is exactly right,” she says. “As long as no one is being hurt, you shouldn’t judge someone for what they like.”

Action 17 AC.K-2.17 I can and will do something when I see unfairness—this includes telling an adult.

Action 18 AC.K-2.18 I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.

Action 19 AC.K-2.19 I will speak up or do something if peo-ple are being unfair, even if my friends do not.

Action 20 AC.K-2.20 I will join with classmates to make our classroom fair for everyone.


ANTI-BIAS FRAMEWORK

3-5 Grade Level Outcomes and ScenariosAnchor Standard Code Grade Level Outcome Anti-bias Scenario

Identity 1 ID.3-5.1 I know and like who I am and can talk about my family and myself and describe our various group identities.

Omar’s mother is serving as a chaperone on her son’s field trip. On the bus ride, the teacher, Ms. Robin, overhears a conversation between Omar and Peter. “What is your mother wearing on her head?” Peter asks.

“It’s called a hijab,” Omar replies. “Many Muslim women wear them.”

“Why does she wear it?”

“Our religion teaches us that the hijab is a way of being humble and modest. Muslim women wear it to show they love God.”

Identity 2 ID.3-5.2 I know about my family history and culture and about current and past con-tributions of people in my main identity groups.

Identity 3 ID.3-5.3 I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too.

Identity 4 ID.3-5.4 I can feel good about my identity without making someone else feel badly about who they are.

Identity 5 ID.3-5.5 I know my family and I do things the same as and different from other people and groups, and I know how to use what I learn from home, school and other places that matter to me.

Diversity 6 DI.3-5.6 I like knowing people who are like me and different from me, and I treat each person with respect.

Ms. Ramirez has divided her class into small groups for a mapping activity. As the students are gathering to begin work, she overhears one student, Joao, tell the others that he doesn’t want Jonah, a classmate who uses a wheelchair, in his group. Just as Ms. Ramirez is about to intervene and facilitate a discussion with Joao and the rest of the group, she hears another student say, “Joao, Jonah has a lot to share with our group. It’s important for us to all work together. You shouldn’t think that his physical disability makes him a less important member of our group.”

Diversity 7 DI.3-5.7 I have accurate, respectful words to de-scribe how I am similar to and different from people who share my identities and those who have other identities.

Diversity 8 DI.3-5.8 I want to know more about other peo-ple’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.

Diversity 9 DI.3-5.9 I feel connected to other people and know how to talk, work and play with others even when we are different or when we disagree.

Diversity 10 DI.3-5.10 I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are.


3-5 Grade Level Outcomes and Scenarios (Cont’d)


Justice 11 JU.3-5.11 I try and get to know people as individuals because I know it is unfair to think all people in a shared identity group are the same.

A class is discussing César Chávez and the American labor movement. Kelly mentions seeing on TV that most of the clothes sold in the United States are made in other countries where workers aren’t protected the way U.S. laborers are. She notes that even though worker conditions have improved in the United States, it doesn’t mean that we should ignore injustice elsewhere. She and several other students are inspired to go home and talk to their parents about purchasing clothes from companies that practice ethical manufacturing. They also plan to set up a clothes swap to help reduce wastefulness.

Justice 12 JU.3-5.12 I know when people are treated unfairly, and I can give examples of prejudice words, pictures and rules.

Justice 13 JU.3-5.13 I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm.

Justice 14 JU.3-5.14 I know that life is easier for some peo-ple and harder for others based on who they are and where they were born.

Justice 15 JU.3-5.15 I know about the actions of people and groups who have worked throughout history to bring more justice and fairness to the world.

Action 16 AC.3-5.16 I pay attention to how people (includ-ing myself ) are treated, and I try to treat others how I like to be treated.

Jessica notices that one of her classmates, Jeremy, always sits alone at lunch. She asks her friend Samantha if she knows why. “He’s gross!” Samantha replies. “His family is super poor, and he’s always coughing.”

“You shouldn’t be so mean to him, Sam,” Jennifer responds. “You don’t know what his life is like. It’s not fair to exclude someone because his family doesn’t have as much money.”

“Maybe you’re right. I’m sure it makes him feel terrible,” says Samantha. “I have math class with him. I can try to get to know him better.”

Action 17 AC.3-5.17 I know it’s important for me to stand up for myself and for others, and I know how to get help if I need ideas on how to do this.

Action 18 AC.3-5.18 I know some ways to interfere if someone is being hurtful or unfair, and will do my part to show respect even if I disagree with someone’s words or behavior.

Action 19 AC.3-5.19 I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.

Action 20 AC.3-5.20 I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate in order to achieve our goals.


ANTI-BIAS FRAMEWORK


Identity 1 ID.6-8.1 I know and like who I am and can comfort-ably talk about my family and myself and describe our various group identities.

Patrick is being raised in a traditional Christian home. This year in Mr. Sanderson’s social studies class, he has been learning about the world’s different beliefs systems. Patrick enjoys the company of friends from different religions and is interested in their beliefs and practices. Though he remains devout, he wonders if being curious makes him a bad Christian. Patrick talks to his Sunday school teacher Mrs. Patterson who assures him that he can be Christian and befriend and learn from people of different religions as well. In fact, her best friend of thirty years is a Jewish woman she grew up with!

Identity 2 ID.6-8.2 I know about my family history and culture and how I am connected to the collective history and culture of other people in my identity groups.

Identity 3 ID.6-8.3 I know that overlapping identities combine to make me who I am and that none of my group identities on their own fully defines me or any other person.

Identity 4 ID.6-8.4 I feel good about my many identities and know they don’t make me better than peo-ple with other identities.

Identity 5 ID.6-8.5 I know there are similarities and differences between my home culture and the other environments and cultures I encounter, and I can be myself in a diversity of settings.

Diversity 6 DI.6-8.6 I interact with people who are similar to and different from me, and I show respect to all people.

Darius tells Melissa that he thinks he might be gay. Melissa is taken aback. She and Darius have been close friends for many years. No one in Melissa’s circle identifies as LGBT, and she feels that her family would not approve. After gathering her thoughts, she hugs Darius and tells him she wants him to know he can be himself with her. She just wants him to be happy with himself. Because neither knows much about what it means to be gay, Melissa accompanies Darius to see their history teacher, Mr. Gilbert, who has a safe zone sticker on his door.

Diversity 7 DI.6-8.7 I can accurately and respectfully describe ways that people (including myself ) are similar to and different from each other and others in their identity groups.

Diversity 8 DI.6-8.8 I am curious and want to know more about other people’s histories and lived experiences, and I ask questions respectfully and listen carefully and non-judgmentally.

Diversity 9 DI.6-8.9 I know I am connected to other people and can relate to them even when we are different or when we disagree.

Diversity 10 DI.6-8.10 I can explain how the way groups of people are treated today, and the way they have been treated in the past, shapes their group identity and culture.




Justice 11 JU.6-8.11 I relate to people as individuals and not representatives of groups, and I can name some common stereotypes I observe people using.

While Mrs. Douglas’ class is discussing immigration, some of the students start talking negatively about a Latino student in another class, accusing his family of im-migrating illegally. Julian speaks up, telling his classmates that it’s not appropriate to use stereotypes and spread rumors about others. Julian tells them that the student’s family immigrated because they believe in American ideals and feel that the United States offers more opportunities. He urges his classmates to respect their decision and says that the family’s status is none of their business. “Life must be hard enough moving to a strange new country,” he says. “Don’t make it harder for him by saying that he doesn’t belong.” Mrs. Douglas affirms Julian’s sentiments and asks her class to think about how this discussion relates to the historical distrust and unfair treatment of other immigrant groups, such as those from Ireland or China.

Justice 12 JU.6-8.12 I can recognize and describe unfairness and injustice in many forms including attitudes, speech, behaviors, practices and laws.

Justice 13 JU.6-8.13 I am aware that biased words and be-haviors and unjust practices, laws and institutions limit the rights and free-doms of people based on their identity groups.

Justice 14 JU.6-8.14 I know that all people (including myself ) have certain advantages and disadvantages in society based on who they are and where they were born.

Justice 15 JU.6-8.15 I know about some of the people, groups and events in social justice history and about the beliefs and ideas that influenced them.

Action 16 AC.6-8.16 I am concerned about how people (including myself ) are treated and feel for people when they are excluded or mistreated because of their identities.

During gym class, Jenny’s friends are making fun of a girl in their class for being fat. Jenny speaks up to tell her friends how harmful such speech can be. She calmly explains to them that a person’s weight is determined by a lot of different factors and that weight is not necessarily a sign of good or bad health. She also explains that shaming people for their weight is ineffective at helping them lose weight and just makes them feel bad about themselves.

Action 17 AC.6-8.17 I know how to stand up for myself and for others when faced with exclusion, prejudice and injustice.

Action 18 AC.6-8.18 I can respectfully tell someone when his or her words or actions are biased or hurtful.

Action 19 AC.6-8.19 I will speak up or take action when I see unfairness, even if those around me do not, and I will not let others convince me to go along with injustice.

Action 20 AC.6-8.20 I will work with friends, family and community members to make our world fairer for everyone, and we will plan and coordinate our actions in order to achieve our goals.


ANTI-BIAS FRAMEWORK


Identity 1 ID.9-12.1 I have a positive view of myself, including an awareness of and comfort with my membership in multiple groups in society.

As part of a class project, Rebecca completes the following personal mission statement: “I am more than one identity. I will celebrate all of my in-group and out-group identities and work to understand how they overlap to make up who I am as an individual. I will not allow others to put me into boxes.” Rebecca explains to her peers in small-group discussion that being a student, sister, female, Latina, Spanish speaker and dancer are all interconnected and equally important. She displays her personal mission statement on the outside of her class binder.

Identity 2 ID.9-12.2 I know my family history and cultural back-ground and can describe how my own identity is informed and shaped by my membership in multiple identity groups.

Identity 3 ID.9-12.3 I know that all my group identities and the intersection of those identities create unique aspects of who I am and that this is true for other people too.

Identity 4 ID.9-12.4 I express pride and confidence in my identity without perceiving or treating anyone else as inferior.

Identity 5 ID.9-12.5 I recognize traits of the dominant culture, my home culture and other cultures, and I am conscious of how I express my identity as I move between those spaces.

Diversity 6 DI.9-12.6 I interact comfortably and respectfully with all people, whether they are similar to or different from me.

Sheri is a student ambassador, welcoming new students and showing them around the school. She mentions to one new student, Kyle, that she helped found the school’s Gay-Straight Alliance (GSA). Kyle tells her that he is actually transgender and changed schools after beginning transition. Sheri tells him that she will be discreet and assures him that the administration is welcoming. Kyle recounts this story fondly at a later meeting with the school’s counselor.

Diversity 7 DI.9-12.7 I have the language and knowledge to accurately and respectfully describe how people (including myself ) are both similar to and different from each other and others in their identity groups.

Diversity 8 DI.9-12.8 I respectfully express curiosity about the histo-ry and lived experiences of others and exchange ideas and beliefs in an open-minded way.

Diversity 9 DI.9-12.9 I relate to and build connections with other people by showing them empathy, respect and understanding, regardless of our similarities or differences.

Diversity 10 DI.9-12.10 I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures.




Justice 11 JU.9-12.11 I relate to all people as individuals rather than representatives of groups and can identify ste-reotypes when I see or hear them.

Karen notices that many of her school’s facilities are not friendly to those with disabilities. Many students have difficulty navigating the school and are often late to class as a result. Karen decides to look into building plans to determine if any accommodations are present for those in the community with physical limitations. She forms a focus group of students and faculty to come up with effective solutions to the situation.

Justice 12 JU.9-12.12 I can recognize, describe and distinguish unfairness and injustice at different levels of society.

Justice 13 JU.9-12.13 I can explain the short and long-term impact of biased words and behaviors and unjust prac-tices, laws and institutions that limit the rights and freedoms of people based on their identity groups.

Justice 14 JU.9-12.14 I am aware of the advantages and disadvantages I have in society because of my membership in different identity groups, and I know how this has affected my life.

Justice 15 JU.9-12.15 I can identify key figures and groups, seminal events and a variety of strategies and philoso-phies that have influenced social justice action and movements throughout history and today.

Action 16 AC.9-12.16 I express empathy when people are excluded or mistreated because of their identities and concern when I personally experience bias.

Lee has grown weary of the bullying he sees at his school each day. He discusses his concerns with classmates, teachers and administrators to develop a plan to combat the situation. Together, they plan Mix It Up at Lunch Day to promote a greater sense of cohesion among the diverse student body. The day is used to celebrate the launch of a new diversity club, aimed at bringing diverse students together and combating baseless animosity through ongoing intergroup activities.

Action 17 AC.9-12.17 I take responsibility for standing up to exclu-sion, prejudice and injustice.

Action 18 AC.9-12.18 I have the courage to speak up to people when their words, actions or views are biased and hurtful, and I will communicate with respect even when we disagree.

Action 19 AC.9-12.19 I stand up to exclusion, prejudice and discrim-ination, even when it’s not popular or easy or when no one else does.

Action 20 AC.9-12.20 I will join with diverse people to plan and carry out collective action against exclusion, prejudice and discrimination, and we will be thoughtful and creative in our actions in order to achieve our goals.


AcknowledgmentsAuthorAmyScharf

Project Manager EmilyChiariello

Teaching ToleranceDirector MaureenCostello

Teaching and Learning Senior ManagerThomRonk

Teaching and Learning Curriculum SpecialistsSaraWicht,EmilyChiariello

Managing EditorAlicePettway

Writers/Associate EditorsAdriennevanderValk,MonitaBell

Program Associate MicheleLee

Administrative Assistant VictoriaWilliams

Research Fellow SteffanySorensen

Intern NatalieOwen

DesignDirector RussellEstes

Designer SunnyPaulk

ProductionNew Media Content Manager AnnahKelley

Accounting Operations Manager ReginaCollins

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