Resources to Help You Celebrate Women’s History Every Day

Social Justice and Equity

In classrooms throughout the country, the stories of extraordinary women — from Abigail Adams to Carrie Chapman Catt, to Rosa Parks and Dolores Huerta — are taught and celebrated as part of Women’s History Month. The argument for Women’s History Month is that it provides an opportunity for the exploration and celebration of the vital role of women in American history. It’s a compelling argument.

But unless women’s history is integrated throughout the curriculum consistently and authentically, the vitality of women’s participation in U.S. history will be lost on students.

To truly understand American history, diverse women’s stories must be a part of it. Women have always been active participants in American society, and have experiences as complex as the women themselves.

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DO NOW: What is Whiteness?

Social Justice & Equity
Editors Note: This post was originally published on Catherine’s blog on Medium.

DO NOW: What is Whiteness?

After taking out their supplies and getting ready to engage, my students reacted to the question I’d written on the board as their “DO NOW.”

Some students giggled. Others made faces  –  perplexed, overwhelmed, entertained. A few began to chat with classmates. Some looked at me hoping for guidance. My co-teacher, having just entered the room, said, “That’s a great question!”

After giving my students time to react, I told them I knew it was a difficult question, but I wanted them to think about it. I told them there were no right answers, but they should draw upon their lived and learned experiences  —  and that I expected them to try to respond.

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Video Playlist: Five Essential Practices in the Elementary ELL Classroom

5 Essential Practices for Teaching ELLs

In this new series, in partnership with San Francisco Unified School District, we step inside classrooms where teachers are using strategies to engage and support all learners, especially their English Language Learners (ELLs). In Part One of the series, we visit two elementary classrooms to see how teachers use the district’s recommended five essential practices to teach their students during designated English Language Development (ELD) time, as well as to integrate ELD into content. For more information on these practices, read Lisa Kwong’s blog post about the district’s ELL work.

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Animating The Classroom

TED youth Brooklyn museum November 2015

TEDYouth conference at the Brooklyn Museum. November, 2015. Photo by Ryan Lash for TED via Flickr

It was outstanding. Under the soft glow of the mighty brass chandeliers of the Beaux Arts Court of the Brooklyn Museum, learning stations — many decorated with a splash of iconic TED red — were scattered about the restored glass tile floor like a handful of strategically tossed jacks. As I bounced about the room, I watched 400 students smile with delight, scrambling to engage, create, and collect the vast knowledge available in the room. They vibrated with energy and I knew in an instant that this conference would be extraordinary.

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