Should schools teach climate activism?
Like it or not, kids hear the news. Here's how teachers help them understand it
Why social emotional learning is critical for teaching climate justice
The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it?
7 Edtech tools to connect students to a global community
8 ways teachers are talking about Jan. 6 in their classrooms
Teachers are on the front lines in Jan. 6 culture war
Teaching civics’ soft skills: How do civics education and social-emotional learning overlap?
Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism
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Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy.","status":"publish","parent":0,"modified":1710127782,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1421},"headData":{"title":"Should schools teach climate activism? | KQED","description":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy. "},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63322/should-schools-teach-climate-activism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63322/should-schools-teach-climate-activism","authors":["byline_mindshift_63322"],"categories":["mindshift_21508","mindshift_193"],"tags":["mindshift_20533","mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21278"],"featImg":"mindshift_63323","label":"mindshift"},"mindshift_62710":{"type":"posts","id":"mindshift_62710","meta":{"index":"posts_1591205157","site":"mindshift","id":"62710","score":null,"sort":[1699442662000]},"guestAuthors":[],"slug":"like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","title":"Like it or not, kids hear the news. Here's how teachers help them understand it","publishDate":1699442662,"format":"standard","headTitle":"Like it or not, kids hear the news. Here’s how teachers help them understand it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Each morning, Stephanie Nichols gathers her second graders around a table to eat breakfast and start their day.\u003c/p>\n\u003cp>As the kids unpack their knapsacks and settle into the classroom, Nichols likes to listen more than she speaks. Breakfast table conversation can be about anything – from video games to the New England Patriots.\u003c/p>\n\u003cp>But in recent weeks the table was buzzing about one thing: the mass shooting in Lewiston that left \u003ca href=\"https://www.npr.org/2023/10/27/1208896628/lewiston-maine-mass-shooting-victims\">18 people dead and 13 wounded\u003c/a>. The event resulted in a \u003ca href=\"https://www.wbur.org/hereandnow/2023/10/27/lewiston-maine-manhunt\">multi-day search \u003c/a>that closed schools and left the community on lockdown.\u003c/p>\n\u003cp>Nichols teaches at Narragansett Elementary School in Gorham, Maine, about 40 minutes from Lewiston. “Even that far away, you know, we all have connections,” she says. “It’s Maine. It really is like the biggest small town.”\u003c/p>\n\u003cp>Nichols knew her students needed to talk about it: “I think people sometimes really underestimate kids of this age level,” she says. “My kids had all these things they heard on the news.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With tragedies dominating the news cycle for the past few weeks, teachers are looking for ways to help their students make sense of the world around them. Even the youngest children are absorbing headlines and current events. Teachers say they need to give them tools to help them process – and filter — information. One key element of that approach is media literacy.\u003c/p>\n\u003cp>Even if children aren’t seeking out the news, Nichols says, they’re still exposed to it. And they have lots of questions. One student in her class asked a big one: Why? Why did the shooter do this?\u003c/p>\n\u003cp>She says the best course of action is to be honest with her students, telling them: “We know a lot, but we don’t always have the answers for everything. And that might be something that we never have an answer for.”\u003c/p>\n\u003cp>Nichols says this isn’t the first time she and her students have had tough conversations about the news.\u003c/p>\n\u003cp>Sometimes, even their distractions – like YouTube videos or gamers on Twitch– can expose them to the headlines. And she wants them to understand that not everything they see on the internet can be trusted.\u003c/p>\n\u003cp>“It’s important that we know who’s putting out things like an advertisement.” she says. “Because, you know, we don’t necessarily know if that’s a fact or opinion.”\u003c/p>\n\u003cp>For older students – middle and high schoolers – the media literacy discussion is more nuanced.\u003c/p>\n\u003cp>Wesley Hedgepeth, a high school history and government teacher in Richmond, Va., tries to bring the topic into all his classes. He uses \u003ca href=\"https://www.poynter.org/mediawise-education-resources/\">MediaWise\u003c/a>, an online course run through the Poynter Institute, to give his students a crash course.\u003c/p>\n\u003cp>He starts with the program’s \u003ca href=\"https://www.poynter.org/fact-checking/media-literacy/2022/mediawise-launches-a-free-text-message-course-to-help-voters-prepare-for-the-us-midterms/\">quiz for students\u003c/a>, asking things like, “Do you know what a deepfake is? Or have you ever shared something that was false? And how did you know later on?”\u003c/p>\n\u003cp>The students respond about their own habits and get a video in return. The videos are hosted by noted journalists like \u003ca href=\"https://youtu.be/9OCi6nFGOqU?si=RA9maTdsu5aa0pO9\">Joan Lunden\u003c/a> or popular \u003ca href=\"https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">educators like John Green\u003c/a>, and focus on different parts of media literacy.\u003c/p>\n\u003cp>For example, Green does a video on social media and misinformation: “If you’re going to live partly inside these feeds, I think it’s really important to understand both the kinds of information that are likely to be shared with you and the kinds of information you’re incentivized to share.”\u003c/p>\n\u003cp>The unit helps prepare Hedgepeth’s high schoolers to approach conflicts like the recent war in Gaza. The high schoolers are taught ways of evaluating news outlets for bias. In one lesson, they’re given different texts on the same event and told to identify the discrepancies.\u003c/p>\n\u003cp>Sometimes, teachers use media literacy as a path into a hard conversation. Hedgepeth is the president of the\u003ca href=\"https://www.socialstudies.org/\"> National Council for the Social Studies\u003c/a>, and says that how teachers talk about something like the war in Gaza can depend on what state they teach in.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.edweek.org/policy-politics/legal-challenges-to-divisive-concepts-laws-an-update/2022/10\">at least 17 states\u003c/a>, “divisive concepts” legislation now limits what teachers can talk about. Things like critical race theory, LGBTQ rights and gun violence are often hot button issues.\u003c/p>\n\u003cp>“Teachers feel concerned about their job,” he says. “The fact that it’s already, on its surface, divisive, some teachers are hesitant to talk about it.”\u003c/p>\n\u003cp>But Hedgepeth says the social studies classroom is uniquely qualified to have these discussions.\u003c/p>\n\u003cp>He uses topics already in the material, like the history of the Ottoman and Byzantine empires, for instance, to give context for the region. And uses that to make the jump from history to the present day.\u003c/p>\n\u003cp>Hedgepeth tries to get many perspectives in his lessons. He says it’s not just about one side’s history: “There are not only two sides, but multiple sides to this conflict,” he says. “I think it’s really important to connect it to what we’re learning and so they can understand the bigger picture.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And with more sides to the story come more opportunities for students to reach their own conclusions.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Like+it+or+not%3A+Kids+hear+the+news.+Here%27s+how+teachers+help+them+understand+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","status":"publish","parent":0,"modified":1699455515,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":906},"headData":{"title":"Like it or not, kids hear the news. Here's how teachers help them understand it | KQED","description":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it."},"nprByline":"Sequoia Carrillo","nprImageAgency":"Franziska Barczyk for NPR","nprStoryId":"1210444566","nprApiLink":"http://api.npr.org/query?id=1210444566&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it?ft=nprml&f=1210444566","nprRetrievedStory":"1","nprPubDate":"Wed, 08 Nov 2023 05:00:00 -0500","nprStoryDate":"Wed, 08 Nov 2023 05:00:19 -0500","nprLastModifiedDate":"Wed, 08 Nov 2023 05:00:19 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each morning, Stephanie Nichols gathers her second graders around a table to eat breakfast and start their day.\u003c/p>\n\u003cp>As the kids unpack their knapsacks and settle into the classroom, Nichols likes to listen more than she speaks. Breakfast table conversation can be about anything – from video games to the New England Patriots.\u003c/p>\n\u003cp>But in recent weeks the table was buzzing about one thing: the mass shooting in Lewiston that left \u003ca href=\"https://www.npr.org/2023/10/27/1208896628/lewiston-maine-mass-shooting-victims\">18 people dead and 13 wounded\u003c/a>. The event resulted in a \u003ca href=\"https://www.wbur.org/hereandnow/2023/10/27/lewiston-maine-manhunt\">multi-day search \u003c/a>that closed schools and left the community on lockdown.\u003c/p>\n\u003cp>Nichols teaches at Narragansett Elementary School in Gorham, Maine, about 40 minutes from Lewiston. “Even that far away, you know, we all have connections,” she says. “It’s Maine. It really is like the biggest small town.”\u003c/p>\n\u003cp>Nichols knew her students needed to talk about it: “I think people sometimes really underestimate kids of this age level,” she says. “My kids had all these things they heard on the news.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With tragedies dominating the news cycle for the past few weeks, teachers are looking for ways to help their students make sense of the world around them. Even the youngest children are absorbing headlines and current events. Teachers say they need to give them tools to help them process – and filter — information. One key element of that approach is media literacy.\u003c/p>\n\u003cp>Even if children aren’t seeking out the news, Nichols says, they’re still exposed to it. And they have lots of questions. One student in her class asked a big one: Why? Why did the shooter do this?\u003c/p>\n\u003cp>She says the best course of action is to be honest with her students, telling them: “We know a lot, but we don’t always have the answers for everything. And that might be something that we never have an answer for.”\u003c/p>\n\u003cp>Nichols says this isn’t the first time she and her students have had tough conversations about the news.\u003c/p>\n\u003cp>Sometimes, even their distractions – like YouTube videos or gamers on Twitch– can expose them to the headlines. And she wants them to understand that not everything they see on the internet can be trusted.\u003c/p>\n\u003cp>“It’s important that we know who’s putting out things like an advertisement.” she says. “Because, you know, we don’t necessarily know if that’s a fact or opinion.”\u003c/p>\n\u003cp>For older students – middle and high schoolers – the media literacy discussion is more nuanced.\u003c/p>\n\u003cp>Wesley Hedgepeth, a high school history and government teacher in Richmond, Va., tries to bring the topic into all his classes. He uses \u003ca href=\"https://www.poynter.org/mediawise-education-resources/\">MediaWise\u003c/a>, an online course run through the Poynter Institute, to give his students a crash course.\u003c/p>\n\u003cp>He starts with the program’s \u003ca href=\"https://www.poynter.org/fact-checking/media-literacy/2022/mediawise-launches-a-free-text-message-course-to-help-voters-prepare-for-the-us-midterms/\">quiz for students\u003c/a>, asking things like, “Do you know what a deepfake is? Or have you ever shared something that was false? And how did you know later on?”\u003c/p>\n\u003cp>The students respond about their own habits and get a video in return. The videos are hosted by noted journalists like \u003ca href=\"https://youtu.be/9OCi6nFGOqU?si=RA9maTdsu5aa0pO9\">Joan Lunden\u003c/a> or popular \u003ca href=\"https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">educators like John Green\u003c/a>, and focus on different parts of media literacy.\u003c/p>\n\u003cp>For example, Green does a video on social media and misinformation: “If you’re going to live partly inside these feeds, I think it’s really important to understand both the kinds of information that are likely to be shared with you and the kinds of information you’re incentivized to share.”\u003c/p>\n\u003cp>The unit helps prepare Hedgepeth’s high schoolers to approach conflicts like the recent war in Gaza. The high schoolers are taught ways of evaluating news outlets for bias. In one lesson, they’re given different texts on the same event and told to identify the discrepancies.\u003c/p>\n\u003cp>Sometimes, teachers use media literacy as a path into a hard conversation. Hedgepeth is the president of the\u003ca href=\"https://www.socialstudies.org/\"> National Council for the Social Studies\u003c/a>, and says that how teachers talk about something like the war in Gaza can depend on what state they teach in.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.edweek.org/policy-politics/legal-challenges-to-divisive-concepts-laws-an-update/2022/10\">at least 17 states\u003c/a>, “divisive concepts” legislation now limits what teachers can talk about. Things like critical race theory, LGBTQ rights and gun violence are often hot button issues.\u003c/p>\n\u003cp>“Teachers feel concerned about their job,” he says. “The fact that it’s already, on its surface, divisive, some teachers are hesitant to talk about it.”\u003c/p>\n\u003cp>But Hedgepeth says the social studies classroom is uniquely qualified to have these discussions.\u003c/p>\n\u003cp>He uses topics already in the material, like the history of the Ottoman and Byzantine empires, for instance, to give context for the region. And uses that to make the jump from history to the present day.\u003c/p>\n\u003cp>Hedgepeth tries to get many perspectives in his lessons. He says it’s not just about one side’s history: “There are not only two sides, but multiple sides to this conflict,” he says. “I think it’s really important to connect it to what we’re learning and so they can understand the bigger picture.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And with more sides to the story come more opportunities for students to reach their own conclusions.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Like+it+or+not%3A+Kids+hear+the+news.+Here%27s+how+teachers+help+them+understand+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","authors":["byline_mindshift_62710"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_21442","mindshift_21838","mindshift_21466","mindshift_21840","mindshift_21839","mindshift_21067","mindshift_20615"],"featImg":"mindshift_62711","label":"mindshift"},"mindshift_62183":{"type":"posts","id":"mindshift_62183","meta":{"index":"posts_1591205157","site":"mindshift","id":"62183","score":null,"sort":[1692784803000]},"guestAuthors":[],"slug":"why-social-emotional-learning-is-critical-for-teaching-climate-justice","title":"Why social emotional learning is critical for teaching climate justice","publishDate":1692784803,"format":"standard","headTitle":"Why social emotional learning is critical for teaching climate justice | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Teach for Climate Justice,\" Tom Roderick outlines the social and emotional skills that can empower students and school staff to understand the climate crisis and take climate action.","status":"publish","parent":0,"modified":1691977465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":2182},"headData":{"title":"Why social emotional learning is critical for teaching climate justice | KQED","description":"Social emotional skills can help young people cope with climate anxiety and empower them to take action.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Social emotional skills can help young people cope with climate anxiety and empower them to take action."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62183/why-social-emotional-learning-is-critical-for-teaching-climate-justice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62183/why-social-emotional-learning-is-critical-for-teaching-climate-justice","authors":["4354"],"categories":["mindshift_21491","mindshift_21280","mindshift_193"],"tags":["mindshift_21178","mindshift_20533","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21157","mindshift_20821","mindshift_20703","mindshift_944","mindshift_943","mindshift_21395"],"featImg":"mindshift_62186","label":"mindshift"},"mindshift_61856":{"type":"posts","id":"mindshift_61856","meta":{"index":"posts_1591205157","site":"mindshift","id":"61856","score":null,"sort":[1687272556000]},"guestAuthors":[],"slug":"the-tennessee-3-created-a-historic-teachable-moment-will-schools-be-allowed-to-teach-it","title":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it?","publishDate":1687272556,"format":"standard","headTitle":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://tn.chalkbeat.org/2023/6/16/23763698/tennessee-three-schools-justin-pearson-jones-crt-law-legislature\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Wyatt Bassow and Ava Buxton missed classes one morning this spring to see democracy in action in Tennessee, they witnessed history that they acknowledged probably wouldn’t be fully taught at their high school less than a mile away.\u003c/p>\n\u003cp>Justin Pearson, one of two young Democratic lawmakers who were dramatically \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/4/6/23672653/tennessee-legislature-gun-protest-expulsion-vote-pearson-jones-johnson\" target=\"_blank\" rel=\"noopener\">expelled from office\u003c/a> just a week earlier by the Republican-controlled House of Representatives, was taking his oath of office again that day outside the state Capitol in Nashville after being voted back in by officials in Shelby County.\u003c/p>\n\u003cp>A few days earlier, Rep. Justin Jones of Nashville had been reinstated after a similar vote by his city’s council.\u003c/p>\n\u003cp>Both men had been ousted from the legislature for staging a protest on the House floor urging gun reforms after a mass school shooting in Nashville. The votes temporarily robbed some 140,000 Tennesseans in the state’s two largest cities of their representation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What I’ve learned these last few weeks is that democracy is incredibly fragile,” said Bassow, a senior at Nashville’s Hume-Fogg High School, as he cheered Pearson’s reinstatement in the shadow of the Capitol building.\u003c/p>\n\u003cp>“But because of the power of the people,” he added, “we were able to fix this.”\u003c/p>\n\u003cp>Less certain, the students said, is whether the controversial ouster of the two young Black Democrats by the House’s all-white GOP supermajority would be fully discussed at their school, or any public Tennessee school, as part of a course in U.S. government, civics, history, contemporary issues, or social studies.\u003c/p>\n\u003cp>While Republican leaders maintain the ouster was not racially motivated, the racial optics were undeniable, as was the supermajority’s suppression of legislative voices with whom they disagreed.\u003c/p>\n\u003cp>Meanwhile, Tennessee is at the front of a \u003ca class=\"Link\" href=\"https://projects.chalkbeat.org/2022/age-appropriate-books-critical-race-theory-tennessee-curriculum/\" target=\"_blank\" rel=\"noopener\">conservative-driven wave of censorship\u003c/a> about what can and cannot be taught in K-12 schools.\u003c/p>\n\u003cp>A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">2021 state law\u003c/a> restricts classroom discussions about systemic racism, white privilege, and the ongoing legacy of slavery. Republican Gov. Bill Lee, who signed the law, has \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/2/7/22922717/hillsdale-college-tennessee-governor-charter-schools\" target=\"_blank\" rel=\"noopener\">championed civics education that emphasizes American exceptionalism\u003c/a> and plays down the origins of present-day U.S. injustices.\u003c/p>\n\u003cp>School libraries are under scrutiny too, especially for materials that have to do with race and gender. A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/4/28/23047535/book-ban-tennessee-textbook-commission-legislation-age-appropriate\" target=\"_blank\" rel=\"noopener\">2022 law\u003c/a> gives the state unprecedented authority to overrule local school boards and remove certain materials from libraries statewide. And a 2023 law puts book distributors and publishers at risk of criminal prosecution if materials they provide to Tennessee schools are deemed obscene.\u003c/p>\n\u003cp>“We definitely have noticed that a silencing is happening in our schools,” said Buxton, also a senior at Hume-Fogg, when asked whether the expulsions of Jones and Pearson had been discussed in her classes.\u003c/p>\n\u003cp>“Thankfully, our teachers are wonderful and intelligent educators who do their best to give students the space we need to have important conversations,” she continued. “But I think these conversations would go much deeper if our teachers didn’t have the fear of these new laws hanging over them.”\u003c/p>\n\u003ch2 id=\"MjTSFl\">The rise, fall, and rise of the Tennessee Three\u003c/h2>\n\u003cp>The expulsions of the two Black lawmakers came during the dramatic last weeks of a tumultuous legislative session gripped by large citizen protests over \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/28/23661164/nashville-school-shooting-tennessee-covenant-gun-policy-protest-legislature\" target=\"_blank\" rel=\"noopener\">Tennessee’s lax gun laws\u003c/a>, after an armed intruder \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/27/23658910/the-covenant-school-school-shootings-assault-weapons-metropolitan-nashville-police-department\" target=\"_blank\" rel=\"noopener\">killed three children and three adults at The Covenant School\u003c/a> in Nashville on March 27.\u003c/p>\n\u003cp>Frustrated that House Speaker Cameron Sexton was not allowing them to voice the concerns of demonstrators during debates, Pearson, Jones, and Rep. Gloria Johnson of Knoxville took their protest to the House floor, where Jones and Pearson alternately used a bullhorn to shout “Gun control now!” and “Power to the people!”\u003c/p>\n\u003cp>In the process, the trio broke the chamber’s rules of decorum. GOP-sponsored ouster resolutions accused the so-called Tennessee Three of “knowingly and intentionally bringing disorder and dishonor to the House of Representatives.”\u003c/p>\n\u003cp>Ultimately, Republican representatives voted overwhelmingly to kick out the two young Black men, while Johnson, who is older and white and was less vocal during the protest, kept her seat by a single vote.\u003c/p>\n\u003cp>The last time the House had expelled multiple members was in 1866, when six representatives were thrown out for conspiring to deprive the chamber of a quorum during a special session to ratify the 14th Amendment to the U.S. Constitution. Two others have been expelled in more recent times, one for soliciting a bribe, and the other for sexual misconduct.\u003c/p>\n\u003cp>By contrast, the ousters of Jones and Pearson over their peaceful protest of gun violence — \u003ca class=\"Link\" href=\"https://www.poynter.org/fact-checking/2023/leading-cause-death-young-people-us-firearms/\" target=\"_blank\" rel=\"noopener\">now the No. 1 killer of children and teens in America\u003c/a> — seemed heavy-handed to their supporters. The House could have chosen simply to censure them for breaking House rules of decorum instead of kicking them out altogether.\u003c/p>\n\u003cp>In a subsequent four-page rebuke, the nation’s professional organization for social studies teachers denounced Tennessee’s House as attacking foundational principles of democratic and republican norms. Intentionally or not, the state was sending Tennessee students a message that the rights to free speech, peaceful protest, and holding their elected officials accountable are “reserved for those who have a specific view or perspective,” the National Council for the Social Studies wrote.\u003c/p>\n\u003cp>“Just as disturbing,” the group continued, “this action sends a message to the larger community that civil discourse and active citizenship will result in punishment rather than in finding consensus in ways that uphold the principles of democracy and the functioning of our republic … (which) will have a long-term impact on our students’ faith in the democratic process and our constitutional principles.”\u003c/p>\n\u003ch2 id=\"WBWFyU\">Tennessee’s living history drama was filled with teachable moments\u003c/h2>\n\u003cp>Political science and social studies experts say it’s hard to narrow down the events in Tennessee this spring to one teachable moment.\u003c/p>\n\u003cp>Tens of thousands of citizens descending on the Capitol to protest gun violence after a school shooting and the subsequent expulsions and reinstatements of Jones and Pearson are rich runways for academic inquiry. Among the issues: freedom of speech, legislative rules of decorum, the enduring influence of racism on public policy, and — as Bassow, the Nashville student, articulated — the fragility of democracy.\u003c/p>\n\u003cfigure id=\"attachment_61858\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Students protest outside the Tennessee State Capitol on April 3, 2023, during a demonstration against gun violence and the state’s lax gun laws after a deadly school shooting at The Covenant School in Nashville. \u003ccite>(Marta W. Aldrich / Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Geer, a political science professor who helped to launch the Vanderbilt Project on Unity and American Democracy, heartily agrees with Bassow.\u003c/p>\n\u003cp>“The teachable moment is that democracy fundamentally rests on genuine competition among political parties,” said Geer. “But because of supermajorities in our state legislatures, the minority party has no real influence and is left to scream or complain. They’re not part of the governing process. There’s no give and take, no compromise. Meanwhile, the majority party has so much power that they don’t need to negotiate, and that leads to excesses.”\u003c/p>\n\u003cp>It didn’t take long for resources to become available to help teachers broach the controversies in Tennessee as well as in Montana, where that state’s House speaker silenced \u003ca class=\"Link\" href=\"https://apnews.com/article/montana-trans-lawmaker-silenced-zooey-zephyr-d398d442537a595bf96d90be90862772\" target=\"_blank\" rel=\"noopener\">Democratic Rep. Zooey Zephyr,\u003c/a> a transgender lawmaker who refused to apologize for telling colleagues they would have “blood” on their hands if they supported a ban on gender-affirming care for youths.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">Facing History and Ourselves,\u003c/a> a nonprofit group that creates resources about current events to spawn thoughtful classroom discussions, zeroed in on two issues in its \u003ca class=\"Link\" href=\"https://www.facinghistory.org/resource-library/decorum-sanctioning-representatives-jones-pearson-zephyr\" target=\"_blank\" rel=\"noopener\">lessons\u003c/a>: how to discuss politics in non-polarizing ways and the implications of using rules of decorum to censure legislators.\u003c/p>\n\u003cp>“What norms should guide our conversations about political issues?” asks the group’s lessons designed for middle and high school students.\u003c/p>\n\u003cp>“How could rules around speech be used to silence people?”\u003c/p>\n\u003cp>The availability of resources doesn’t mean such questions are being regularly asked in Tennessee classrooms, however.\u003c/p>\n\u003cp>The state’s public school teachers don’t have much wiggle room on what they’re allowed to teach. They’re also under \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/9/1/23331530/school-library-law-stresses-teachers-classroom-books\" target=\"_blank\" rel=\"noopener\">increased scrutiny over the resources they can use.\u003c/a>\u003c/p>\n\u003cp>Teachers are guided by hundreds of \u003ca class=\"Link\" href=\"https://www.tn.gov/education/districts/academic-standards.html\" target=\"_blank\" rel=\"noopener\">state-approved academic standards\u003c/a> that set learning goals by subject and grade, and that dictate decisions around curriculum and testing. And social studies teachers already are hard-pressed to cover \u003ca class=\"Link\" href=\"https://www.tn.gov/content/dam/tn/education/standards/ss/Social_Studies_Standards.pdf\" target=\"_blank\" rel=\"noopener\">all of the standards for their subjects\u003c/a> during a single school year. Even if they do, only a few courses offered in grades five, eight, and 12 include standards that might lend themselves to discussions about the Tennessee Three.\u003c/p>\n\u003cp>“Tennessee civics is really nowhere in the standards,” said Bill Carey, who sells resources for educators through his nonprofit \u003ca class=\"Link\" href=\"https://www.tnhistoryforkids.org/\" target=\"_blank\" rel=\"noopener\">Tennessee History for Kids\u003c/a>. “And if something isn’t in the standards, it’s probably not going to be taught.”\u003c/p>\n\u003cp>Social studies lessons, in particular, are monitored closely by parents and activists.\u003c/p>\n\u003cp>In 2015, some complained that some Tennessee teachers were “indoctrinating” students into Islam in their seventh-grade world history classes, \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2016/1/22/21101546/tennessee-launches-review-of-social-studies-standards-amid-concerns-over-world-religion-studies\" target=\"_blank\" rel=\"noopener\">prompting state officials to order an early review of those standards.\u003c/a>\u003c/p>\n\u003cp>More recently, amid a conservative backlash to anti-racism protests after a white policeman killed Black American George Floyd in Minneapolis (an incident that prompted a \u003ca class=\"Link\" href=\"https://apnews.com/article/george-floyd-minneapolis-police-investigation-19d384c2d90b186b627f9d8cf1d5be2e\" target=\"_blank\" rel=\"noopener\">federal investigation into systemic racism on the police force\u003c/a>), Tennessee was among the first states to \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/22525983/map-critical-race-theory-legislation-teaching-racism\" target=\"_blank\" rel=\"noopener\">enact a law\u003c/a> intended to restrict K-12 classroom discussions about race, racism, and gender.\u003c/p>\n\u003cp>Specifically, the 2021 law prohibits teachers from discussing \u003ca class=\"Link\" href=\"https://s3.documentcloud.org/documents/20697058/tn-hb0580-amendment.pdf\" target=\"_blank\" rel=\"noopener\">14 concepts\u003c/a> that the state has deemed divisive, including that the United States is fundamentally or irredeemably sexist or racist, or that an individual is inherently privileged, racist, sexist, or oppressive because of their race or gender.\u003c/p>\n\u003cp>Educators have complained that the law and the state’s \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/11/19/22792435/crt-tennessee-rules-prohibited-racial-concepts-schwinn\" target=\"_blank\" rel=\"noopener\">rules for enforcing the statute\u003c/a> aren’t clear about exactly what teachings cross the line. But teachers found in violation could have their licenses suspended or revoked, while their school districts could face financial penalties.\u003c/p>\n\u003cp>The potential fallout has \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism\" target=\"_blank\" rel=\"noopener\">influenced small but pivotal decisions that educators make every day\u003c/a> in Tennessee and in other states that have passed similar laws targeting so-called critical race theory: how to answer a student’s question, which articles to read as a class, how to prepare for a lesson, which examples to use.\u003c/p>\n\u003cp>That includes whether to discuss the Tennessee legislature’s vote to expel Jones and Pearson, which made \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/04/06/us/tennessee-house-democrats-expelled.html\" target=\"_blank\" rel=\"noopener\">national headlines\u003c/a>.\u003c/p>\n\u003cp>“To be honest, I just didn’t mention this in class,” said one Tennessee social studies teacher who asked not to be identified, for fear of retribution. “I am just overly cautious with what I cover in class for now.”\u003c/p>\n\u003ch2 id=\"xNloLY\">Students ‘come up with all these great questions’\u003c/h2>\n\u003cp>Mark Finchum, executive director of the Tennessee Council for the Social Studies, says the law — and a related climate of fear — has had a chilling effect on teachers who might normally contemplate lessons about the Tennessee Three, or perhaps about the insurrection at the Capitol in Washington on Jan. 6, 2021. But it also depends on the teacher.\u003c/p>\n\u003cp>“If you’re a new teacher who is teaching in an area of the state where you feel insecure, you may not want to go there,” Finchum said. “But if you’re an experienced teacher and feel strongly about these events and how your students can learn from them, you may go ahead.”\u003c/p>\n\u003cp>Erika Sugarmon falls in the latter category.\u003c/p>\n\u003cp>One Friday at White Station High School in Memphis, students showed up to Sugarmon’s weekly current events discussion with lots of questions about the expulsion. The day before the legislative vote, many White Station students had walked out of school to show support for gun reforms called for by the Tennessee Three.\u003c/p>\n\u003cp>“The kids come up with all these great questions. Sometimes there’s not an answer,” said Sugarmon, a veteran educator who teaches courses in U.S. government.\u003c/p>\n\u003cp>But it’s important to give students a safe and constructive space to discuss hard things, added Sugarmon, who is also an elected official on the Shelby County Commission, where she cast a vote to reinstate Pearson to his seat.\u003c/p>\n\u003cp>One student in her class brought up racism, she said, prompting a conversation about why Tennessee lawmakers have sought to ban some books and squelch classroom discussions about racism.\u003c/p>\n\u003cp>“Students have been very vocal about not just what happened with Pearson, but with state laws in general,” said Sugarmon.\u003c/p>\n\u003cp>She encourages them to explore source documents to formulate their own options.\u003c/p>\n\u003cp>Evidence-based discussions are the way that teachers should take up politically charged topics with their students, Vanderbilt’s Geer said.\u003c/p>\n\u003cp>“The evidence should be your guidepost,” he said, “while avoiding injecting ideology into the classroom.”\u003c/p>\n\u003cp>“Yes, facts need to be interpreted,” Geer added. “But if we can agree on a basic set of evidence, we can have a conversation. And that’s an important part of democracy.”\u003c/p>\n\u003cp>Maya Logan, a rising senior in Memphis at Germantown High School, talked about the lawmakers’ expulsions with her friends, but didn’t discuss the event as part of her 11th-grade American history class. Just the same, the deadly shooting at Nashville’s Covenant School, which prompted the protest and led to the expulsions, was a big deal to her. And as a young Black person, she related to Pearson and Jones, who are among the youngest members of the House.\u003c/p>\n\u003cp>Logan hopes this year’s events at the state Capitol will resurface as discussion topics during her senior year when she takes a U.S. government class. She has important questions. And she’s looking for answers.\u003c/p>\n\u003cp>“These are people,” she explained, “that are setting things up for us for our futures.”\u003c/p>\n\u003cp>\u003ci>Marta Aldrich is a senior correspondent and covers the statehouse for Chalkbeat Tennessee. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:maldrich@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>maldrich@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>\u003ci>Laura Testino is a reporter for Chalkbeat Tennessee, where she covers K-12 education in Memphis. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:ltestino@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>ltestino@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Tennessee was a hotbed for real world civics lessons this spring. It’s also at the front of a conservative-driven wave of censorship about what can and cannot be taught in K-12 schools.","status":"publish","parent":0,"modified":1687272754,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":62,"wordCount":2466},"headData":{"title":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it? | KQED","description":"Tennessee students were among those who showed up to witness civics lessons in action this spring. Their teachers might not be able to discuss it, though.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tennessee students were among those who showed up to witness civics lessons in action this spring. Their teachers might not be able to discuss it, though."},"nprByline":"Marta W. Aldrich, Laura Testino, Chalkbeat Tennessee","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61856/the-tennessee-3-created-a-historic-teachable-moment-will-schools-be-allowed-to-teach-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://tn.chalkbeat.org/2023/6/16/23763698/tennessee-three-schools-justin-pearson-jones-crt-law-legislature\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Wyatt Bassow and Ava Buxton missed classes one morning this spring to see democracy in action in Tennessee, they witnessed history that they acknowledged probably wouldn’t be fully taught at their high school less than a mile away.\u003c/p>\n\u003cp>Justin Pearson, one of two young Democratic lawmakers who were dramatically \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/4/6/23672653/tennessee-legislature-gun-protest-expulsion-vote-pearson-jones-johnson\" target=\"_blank\" rel=\"noopener\">expelled from office\u003c/a> just a week earlier by the Republican-controlled House of Representatives, was taking his oath of office again that day outside the state Capitol in Nashville after being voted back in by officials in Shelby County.\u003c/p>\n\u003cp>A few days earlier, Rep. Justin Jones of Nashville had been reinstated after a similar vote by his city’s council.\u003c/p>\n\u003cp>Both men had been ousted from the legislature for staging a protest on the House floor urging gun reforms after a mass school shooting in Nashville. The votes temporarily robbed some 140,000 Tennesseans in the state’s two largest cities of their representation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What I’ve learned these last few weeks is that democracy is incredibly fragile,” said Bassow, a senior at Nashville’s Hume-Fogg High School, as he cheered Pearson’s reinstatement in the shadow of the Capitol building.\u003c/p>\n\u003cp>“But because of the power of the people,” he added, “we were able to fix this.”\u003c/p>\n\u003cp>Less certain, the students said, is whether the controversial ouster of the two young Black Democrats by the House’s all-white GOP supermajority would be fully discussed at their school, or any public Tennessee school, as part of a course in U.S. government, civics, history, contemporary issues, or social studies.\u003c/p>\n\u003cp>While Republican leaders maintain the ouster was not racially motivated, the racial optics were undeniable, as was the supermajority’s suppression of legislative voices with whom they disagreed.\u003c/p>\n\u003cp>Meanwhile, Tennessee is at the front of a \u003ca class=\"Link\" href=\"https://projects.chalkbeat.org/2022/age-appropriate-books-critical-race-theory-tennessee-curriculum/\" target=\"_blank\" rel=\"noopener\">conservative-driven wave of censorship\u003c/a> about what can and cannot be taught in K-12 schools.\u003c/p>\n\u003cp>A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">2021 state law\u003c/a> restricts classroom discussions about systemic racism, white privilege, and the ongoing legacy of slavery. Republican Gov. Bill Lee, who signed the law, has \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/2/7/22922717/hillsdale-college-tennessee-governor-charter-schools\" target=\"_blank\" rel=\"noopener\">championed civics education that emphasizes American exceptionalism\u003c/a> and plays down the origins of present-day U.S. injustices.\u003c/p>\n\u003cp>School libraries are under scrutiny too, especially for materials that have to do with race and gender. A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/4/28/23047535/book-ban-tennessee-textbook-commission-legislation-age-appropriate\" target=\"_blank\" rel=\"noopener\">2022 law\u003c/a> gives the state unprecedented authority to overrule local school boards and remove certain materials from libraries statewide. And a 2023 law puts book distributors and publishers at risk of criminal prosecution if materials they provide to Tennessee schools are deemed obscene.\u003c/p>\n\u003cp>“We definitely have noticed that a silencing is happening in our schools,” said Buxton, also a senior at Hume-Fogg, when asked whether the expulsions of Jones and Pearson had been discussed in her classes.\u003c/p>\n\u003cp>“Thankfully, our teachers are wonderful and intelligent educators who do their best to give students the space we need to have important conversations,” she continued. “But I think these conversations would go much deeper if our teachers didn’t have the fear of these new laws hanging over them.”\u003c/p>\n\u003ch2 id=\"MjTSFl\">The rise, fall, and rise of the Tennessee Three\u003c/h2>\n\u003cp>The expulsions of the two Black lawmakers came during the dramatic last weeks of a tumultuous legislative session gripped by large citizen protests over \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/28/23661164/nashville-school-shooting-tennessee-covenant-gun-policy-protest-legislature\" target=\"_blank\" rel=\"noopener\">Tennessee’s lax gun laws\u003c/a>, after an armed intruder \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/27/23658910/the-covenant-school-school-shootings-assault-weapons-metropolitan-nashville-police-department\" target=\"_blank\" rel=\"noopener\">killed three children and three adults at The Covenant School\u003c/a> in Nashville on March 27.\u003c/p>\n\u003cp>Frustrated that House Speaker Cameron Sexton was not allowing them to voice the concerns of demonstrators during debates, Pearson, Jones, and Rep. Gloria Johnson of Knoxville took their protest to the House floor, where Jones and Pearson alternately used a bullhorn to shout “Gun control now!” and “Power to the people!”\u003c/p>\n\u003cp>In the process, the trio broke the chamber’s rules of decorum. GOP-sponsored ouster resolutions accused the so-called Tennessee Three of “knowingly and intentionally bringing disorder and dishonor to the House of Representatives.”\u003c/p>\n\u003cp>Ultimately, Republican representatives voted overwhelmingly to kick out the two young Black men, while Johnson, who is older and white and was less vocal during the protest, kept her seat by a single vote.\u003c/p>\n\u003cp>The last time the House had expelled multiple members was in 1866, when six representatives were thrown out for conspiring to deprive the chamber of a quorum during a special session to ratify the 14th Amendment to the U.S. Constitution. Two others have been expelled in more recent times, one for soliciting a bribe, and the other for sexual misconduct.\u003c/p>\n\u003cp>By contrast, the ousters of Jones and Pearson over their peaceful protest of gun violence — \u003ca class=\"Link\" href=\"https://www.poynter.org/fact-checking/2023/leading-cause-death-young-people-us-firearms/\" target=\"_blank\" rel=\"noopener\">now the No. 1 killer of children and teens in America\u003c/a> — seemed heavy-handed to their supporters. The House could have chosen simply to censure them for breaking House rules of decorum instead of kicking them out altogether.\u003c/p>\n\u003cp>In a subsequent four-page rebuke, the nation’s professional organization for social studies teachers denounced Tennessee’s House as attacking foundational principles of democratic and republican norms. Intentionally or not, the state was sending Tennessee students a message that the rights to free speech, peaceful protest, and holding their elected officials accountable are “reserved for those who have a specific view or perspective,” the National Council for the Social Studies wrote.\u003c/p>\n\u003cp>“Just as disturbing,” the group continued, “this action sends a message to the larger community that civil discourse and active citizenship will result in punishment rather than in finding consensus in ways that uphold the principles of democracy and the functioning of our republic … (which) will have a long-term impact on our students’ faith in the democratic process and our constitutional principles.”\u003c/p>\n\u003ch2 id=\"WBWFyU\">Tennessee’s living history drama was filled with teachable moments\u003c/h2>\n\u003cp>Political science and social studies experts say it’s hard to narrow down the events in Tennessee this spring to one teachable moment.\u003c/p>\n\u003cp>Tens of thousands of citizens descending on the Capitol to protest gun violence after a school shooting and the subsequent expulsions and reinstatements of Jones and Pearson are rich runways for academic inquiry. Among the issues: freedom of speech, legislative rules of decorum, the enduring influence of racism on public policy, and — as Bassow, the Nashville student, articulated — the fragility of democracy.\u003c/p>\n\u003cfigure id=\"attachment_61858\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Students protest outside the Tennessee State Capitol on April 3, 2023, during a demonstration against gun violence and the state’s lax gun laws after a deadly school shooting at The Covenant School in Nashville. \u003ccite>(Marta W. Aldrich / Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Geer, a political science professor who helped to launch the Vanderbilt Project on Unity and American Democracy, heartily agrees with Bassow.\u003c/p>\n\u003cp>“The teachable moment is that democracy fundamentally rests on genuine competition among political parties,” said Geer. “But because of supermajorities in our state legislatures, the minority party has no real influence and is left to scream or complain. They’re not part of the governing process. There’s no give and take, no compromise. Meanwhile, the majority party has so much power that they don’t need to negotiate, and that leads to excesses.”\u003c/p>\n\u003cp>It didn’t take long for resources to become available to help teachers broach the controversies in Tennessee as well as in Montana, where that state’s House speaker silenced \u003ca class=\"Link\" href=\"https://apnews.com/article/montana-trans-lawmaker-silenced-zooey-zephyr-d398d442537a595bf96d90be90862772\" target=\"_blank\" rel=\"noopener\">Democratic Rep. Zooey Zephyr,\u003c/a> a transgender lawmaker who refused to apologize for telling colleagues they would have “blood” on their hands if they supported a ban on gender-affirming care for youths.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">Facing History and Ourselves,\u003c/a> a nonprofit group that creates resources about current events to spawn thoughtful classroom discussions, zeroed in on two issues in its \u003ca class=\"Link\" href=\"https://www.facinghistory.org/resource-library/decorum-sanctioning-representatives-jones-pearson-zephyr\" target=\"_blank\" rel=\"noopener\">lessons\u003c/a>: how to discuss politics in non-polarizing ways and the implications of using rules of decorum to censure legislators.\u003c/p>\n\u003cp>“What norms should guide our conversations about political issues?” asks the group’s lessons designed for middle and high school students.\u003c/p>\n\u003cp>“How could rules around speech be used to silence people?”\u003c/p>\n\u003cp>The availability of resources doesn’t mean such questions are being regularly asked in Tennessee classrooms, however.\u003c/p>\n\u003cp>The state’s public school teachers don’t have much wiggle room on what they’re allowed to teach. They’re also under \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/9/1/23331530/school-library-law-stresses-teachers-classroom-books\" target=\"_blank\" rel=\"noopener\">increased scrutiny over the resources they can use.\u003c/a>\u003c/p>\n\u003cp>Teachers are guided by hundreds of \u003ca class=\"Link\" href=\"https://www.tn.gov/education/districts/academic-standards.html\" target=\"_blank\" rel=\"noopener\">state-approved academic standards\u003c/a> that set learning goals by subject and grade, and that dictate decisions around curriculum and testing. And social studies teachers already are hard-pressed to cover \u003ca class=\"Link\" href=\"https://www.tn.gov/content/dam/tn/education/standards/ss/Social_Studies_Standards.pdf\" target=\"_blank\" rel=\"noopener\">all of the standards for their subjects\u003c/a> during a single school year. Even if they do, only a few courses offered in grades five, eight, and 12 include standards that might lend themselves to discussions about the Tennessee Three.\u003c/p>\n\u003cp>“Tennessee civics is really nowhere in the standards,” said Bill Carey, who sells resources for educators through his nonprofit \u003ca class=\"Link\" href=\"https://www.tnhistoryforkids.org/\" target=\"_blank\" rel=\"noopener\">Tennessee History for Kids\u003c/a>. “And if something isn’t in the standards, it’s probably not going to be taught.”\u003c/p>\n\u003cp>Social studies lessons, in particular, are monitored closely by parents and activists.\u003c/p>\n\u003cp>In 2015, some complained that some Tennessee teachers were “indoctrinating” students into Islam in their seventh-grade world history classes, \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2016/1/22/21101546/tennessee-launches-review-of-social-studies-standards-amid-concerns-over-world-religion-studies\" target=\"_blank\" rel=\"noopener\">prompting state officials to order an early review of those standards.\u003c/a>\u003c/p>\n\u003cp>More recently, amid a conservative backlash to anti-racism protests after a white policeman killed Black American George Floyd in Minneapolis (an incident that prompted a \u003ca class=\"Link\" href=\"https://apnews.com/article/george-floyd-minneapolis-police-investigation-19d384c2d90b186b627f9d8cf1d5be2e\" target=\"_blank\" rel=\"noopener\">federal investigation into systemic racism on the police force\u003c/a>), Tennessee was among the first states to \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/22525983/map-critical-race-theory-legislation-teaching-racism\" target=\"_blank\" rel=\"noopener\">enact a law\u003c/a> intended to restrict K-12 classroom discussions about race, racism, and gender.\u003c/p>\n\u003cp>Specifically, the 2021 law prohibits teachers from discussing \u003ca class=\"Link\" href=\"https://s3.documentcloud.org/documents/20697058/tn-hb0580-amendment.pdf\" target=\"_blank\" rel=\"noopener\">14 concepts\u003c/a> that the state has deemed divisive, including that the United States is fundamentally or irredeemably sexist or racist, or that an individual is inherently privileged, racist, sexist, or oppressive because of their race or gender.\u003c/p>\n\u003cp>Educators have complained that the law and the state’s \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/11/19/22792435/crt-tennessee-rules-prohibited-racial-concepts-schwinn\" target=\"_blank\" rel=\"noopener\">rules for enforcing the statute\u003c/a> aren’t clear about exactly what teachings cross the line. But teachers found in violation could have their licenses suspended or revoked, while their school districts could face financial penalties.\u003c/p>\n\u003cp>The potential fallout has \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism\" target=\"_blank\" rel=\"noopener\">influenced small but pivotal decisions that educators make every day\u003c/a> in Tennessee and in other states that have passed similar laws targeting so-called critical race theory: how to answer a student’s question, which articles to read as a class, how to prepare for a lesson, which examples to use.\u003c/p>\n\u003cp>That includes whether to discuss the Tennessee legislature’s vote to expel Jones and Pearson, which made \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/04/06/us/tennessee-house-democrats-expelled.html\" target=\"_blank\" rel=\"noopener\">national headlines\u003c/a>.\u003c/p>\n\u003cp>“To be honest, I just didn’t mention this in class,” said one Tennessee social studies teacher who asked not to be identified, for fear of retribution. “I am just overly cautious with what I cover in class for now.”\u003c/p>\n\u003ch2 id=\"xNloLY\">Students ‘come up with all these great questions’\u003c/h2>\n\u003cp>Mark Finchum, executive director of the Tennessee Council for the Social Studies, says the law — and a related climate of fear — has had a chilling effect on teachers who might normally contemplate lessons about the Tennessee Three, or perhaps about the insurrection at the Capitol in Washington on Jan. 6, 2021. But it also depends on the teacher.\u003c/p>\n\u003cp>“If you’re a new teacher who is teaching in an area of the state where you feel insecure, you may not want to go there,” Finchum said. “But if you’re an experienced teacher and feel strongly about these events and how your students can learn from them, you may go ahead.”\u003c/p>\n\u003cp>Erika Sugarmon falls in the latter category.\u003c/p>\n\u003cp>One Friday at White Station High School in Memphis, students showed up to Sugarmon’s weekly current events discussion with lots of questions about the expulsion. The day before the legislative vote, many White Station students had walked out of school to show support for gun reforms called for by the Tennessee Three.\u003c/p>\n\u003cp>“The kids come up with all these great questions. Sometimes there’s not an answer,” said Sugarmon, a veteran educator who teaches courses in U.S. government.\u003c/p>\n\u003cp>But it’s important to give students a safe and constructive space to discuss hard things, added Sugarmon, who is also an elected official on the Shelby County Commission, where she cast a vote to reinstate Pearson to his seat.\u003c/p>\n\u003cp>One student in her class brought up racism, she said, prompting a conversation about why Tennessee lawmakers have sought to ban some books and squelch classroom discussions about racism.\u003c/p>\n\u003cp>“Students have been very vocal about not just what happened with Pearson, but with state laws in general,” said Sugarmon.\u003c/p>\n\u003cp>She encourages them to explore source documents to formulate their own options.\u003c/p>\n\u003cp>Evidence-based discussions are the way that teachers should take up politically charged topics with their students, Vanderbilt’s Geer said.\u003c/p>\n\u003cp>“The evidence should be your guidepost,” he said, “while avoiding injecting ideology into the classroom.”\u003c/p>\n\u003cp>“Yes, facts need to be interpreted,” Geer added. “But if we can agree on a basic set of evidence, we can have a conversation. And that’s an important part of democracy.”\u003c/p>\n\u003cp>Maya Logan, a rising senior in Memphis at Germantown High School, talked about the lawmakers’ expulsions with her friends, but didn’t discuss the event as part of her 11th-grade American history class. Just the same, the deadly shooting at Nashville’s Covenant School, which prompted the protest and led to the expulsions, was a big deal to her. And as a young Black person, she related to Pearson and Jones, who are among the youngest members of the House.\u003c/p>\n\u003cp>Logan hopes this year’s events at the state Capitol will resurface as discussion topics during her senior year when she takes a U.S. government class. She has important questions. And she’s looking for answers.\u003c/p>\n\u003cp>“These are people,” she explained, “that are setting things up for us for our futures.”\u003c/p>\n\u003cp>\u003ci>Marta Aldrich is a senior correspondent and covers the statehouse for Chalkbeat Tennessee. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:maldrich@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>maldrich@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>\u003ci>Laura Testino is a reporter for Chalkbeat Tennessee, where she covers K-12 education in Memphis. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:ltestino@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>ltestino@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61856/the-tennessee-3-created-a-historic-teachable-moment-will-schools-be-allowed-to-teach-it","authors":["byline_mindshift_61856"],"categories":["mindshift_194","mindshift_21604"],"tags":["mindshift_20533","mindshift_21585","mindshift_21466","mindshift_1013","mindshift_21677","mindshift_20615","mindshift_20624","mindshift_21586","mindshift_21676"],"featImg":"mindshift_61857","label":"mindshift"},"mindshift_60090":{"type":"posts","id":"mindshift_60090","meta":{"index":"posts_1591205157","site":"mindshift","id":"60090","score":null,"sort":[1668108310000]},"guestAuthors":[],"slug":"7-edtech-tools-to-connect-students-to-a-global-community","title":"7 Edtech tools to connect students to a global community","publishDate":1668108310,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.bringhistorytolife.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Bring History and Civics to Life\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff. ©2022 International Society for Technology in Education. Reproduced with permission from the publisher.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>Edtech to Connect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways we can harness educational technology to build community within our classrooms and to bring students into the global community. \u003c/span>\u003ca href=\"https://www.iste.org/standards/iste-standards-for-students\">\u003cspan style=\"font-weight: 400\">ISTE Student Standard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> 1.7 \u003c/span>\u003cspan style=\"font-weight: 400\">Global Collaborator\u003c/span>\u003cspan style=\"font-weight: 400\"> offers a framework for how to approach this\u003c/span>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003cspan style=\"font-weight: 400\"> “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many edtech tools that help foster community building while providing global perspectives and engagement for students, both inside and outside of the classroom. Incorporating global community connections into community building helps students form bridges between all the communities they participate in. It may also open new avenues for students to see themselves as part of a larger global community and give them new awareness and understanding of their place in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>StoryCorps\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> A digital archive of recorded interviews and personal stories that convey the humanity of people from all over the world. “\u003c/span>\u003ca href=\"http://storycorps.org\">\u003cspan style=\"font-weight: 400\">StoryCorps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can explore stories from across the country and the world, or they can search for specific stories that correlate with content and projects for the classroom. Students have the opportunity to recognize the global humanity that brings us together, along with perspectives that may be different from their own.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Flipgrid GridPals\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> While many teachers and students may already be familiar with creating short-form videos using Flipgrid in their classrooms, there is a unique opportunity to connect with other students and classrooms across the world using \u003c/span>\u003ca href=\"http://bit.ly/GridPalsFG\">\u003cspan style=\"font-weight: 400\">Flipgrid GridPals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> After logging into their teacher accounts, teachers can search and connect with fellow educators from across the world. This allows teachers to collaborate on learning experiences that make connections between their classrooms asynchronously through video (no time zone constraints) in a safe online learning experience.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Digital Citizenship Institute\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> The \u003c/span>\u003ca href=\"http://bit.ly/DigCitInstitute\">\u003cspan style=\"font-weight: 400\">Digital Citizenship Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s focus is on helping our students connect the world through our shared citizenship in a digital world. It is all about “humanizing the person next to you, around the world, and across the screen. . . .In today’s interconnected world, this is our opportunity to put global education into practice to empower others to become change makers for using tech for good in local, global and digital communities.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> “DigCitKids” is one aspect of student engagement and community that is available from the Digital Citizenship Institute. This initiative is focused on creating digital citizenship opportunities for kids by kids, with a focus on solving real community problems.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Google Earth\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b> \u003ca href=\"http://bit.ly/GoogleEarthEd\">\u003cspan style=\"font-weight: 400\">Google Earth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is more than just an online map; it also provides resources, lessons, and integrations to be used with students. These include “. . . step-by-step guides and tutorials on Google’s Geo Tools, inspirational stories, plus lesson plans, product information, and much more.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Helping students learn about geography and place gives them a better sense of the world and their place in it. These lessons and resources are varied and help students make connections between people, the land they inhabit, and their impact on it.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>PenPal Schools\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> Making connections and collaborations with students from dozens of countries across the world allows students to read, write, and create original projects. “\u003c/span>\u003ca href=\"http://bit.ly/PenPalConnect\">\u003cspan style=\"font-weight: 400\">PenPal Schools \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">connect students from 150 countries to make friends and discover the world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can collaborate with students from other countries on projects that matter to them. This is a unique opportunity to not only communicate with students from across the world but also work together on projects with an educational context.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mystery Skype\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a way to build a global community with other classrooms from across the world. It has been described as a global guessing game, in which teachers collaborate and have their classes meet via Skype (or any other online conferencing platform), then have students try to guess each other’s location. There are many forms of this “\u003c/span>\u003ca href=\"http://bit.ly/MysterySkypeWhere\">\u003cspan style=\"font-weight: 400\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” format, and teachers can be creative in their collaboration to set up the activities (such as only asking the other class yes or no questions).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> With activities such as this, teachers and students connect with classrooms across the world, expand their cultural awareness, and hone their geography skills—while also collaborating as a class to guess the location of the mystery classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Global Read Aloud\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> What if your students could read the same book and collaborate with students from across the world? They can! Each year during a six-week period, the \u003c/span>\u003ca href=\"http://bit.ly/ReadAloudGlobal\">\u003cspan style=\"font-weight: 400\">Global Read Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students and teachers connect with resources and activities that are based on a common book. Teachers can connect with other classes from around the world that are participating and decide how much time they would like to dedicate and how involved they would like to be.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> To make these global connections with other classes, teachers can harness the power of edtech to connect using tools such as Skype, Twitter, Padlet, or Flipgrid. “Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/HistoryFrog\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png\" alt=\"Karalee Wong Nakatsuka\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1020x856.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-160x134.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-768x645.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1536x1289.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-2048x1719.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1920x1611.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Karalee Wong Nakatsuka\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.A. E.D., is a veteran middle school U.S. history teacher. Also a Gilder Lehrman Master Teacher, she was recognized in 2019 as the Gilder Lehrman History Teacher of the Year for California and was a top 10 finalist for the national award. She serves on the American250 History Education Advisory Council, the Gilder Lehrman Teacher Advisory Council and the Monticello Teacher Advisory Group. She’s a member of the California Council for the Social Studies (CCSS), the National Council for the Social Studies (NCSS), the iCivics Education Network and the National Council for History Education (NCHE). Nakatsuka appeared in the New York Times multimedia story “What’s Actually Being Taught in History Class?” and was featured in an article in Time Magazine’s September 2021 issue titled “From Teachers to Custodians, Meet the Educators Who Saved a Pandemic School Year.” She’s passionate about using technology to engage and excite students; sharing the stories and the places where history took place; building community in her classroom; and preparing students to develop as empathetic, informed, engaged and active critical thinkers and citizens who care and make a difference in the world.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/LucyKirchh\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60160\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png\" alt=\"Laurel Aguilar-Kirchhoff\" width=\"250\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-160x151.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-768x724.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot.png 904w\" sizes=\"(max-width: 250px) 100vw, 250px\">Laurel Aguilar-Kirchhoff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.S.Ed., is a former history and science educator who now serves as a professional development coordinator and digital learning specialist. Aguilar-Kirchhoff works with educators, administrators and students to successfully integrate educational technology into curriculum for lasting student learning outcomes. Her areas of expertise include digital citizenship, media literacy, blended learning, curriculum instruction and design, and edtech and innovation. She was recognized as the 2018 National History Day California Teacher of the Year, was a top six finalist for the National History Day Teacher of the Year, and was the Inland Area CUE (IACUE) Administrator of the Year in 2022. She’s a Google Certified Trainer, Leading Edge Certified Online Blended Teacher and a member of the iCivics Education Network. Aguilar-Kirchhoff served on the ISTE Digital Citizenship PLN Leadership team and is currently an ISTE Community Leader. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book “Bring History and Civics to Life,\" published by ISTE.","status":"publish","parent":0,"modified":1669606509,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1303},"headData":{"title":"7 Edtech tools to connect students to a global community - MindShift","description":"Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book “Bring History and Civics to Life," published by ISTE.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60090 https://ww2.kqed.org/mindshift/?p=60090","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/10/7-edtech-tools-to-connect-students-to-a-global-community/","disqusTitle":"7 Edtech tools to connect students to a global community","excludeFromSiteSearch":"Include","path":"/mindshift/60090/7-edtech-tools-to-connect-students-to-a-global-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.bringhistorytolife.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Bring History and Civics to Life\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff. ©2022 International Society for Technology in Education. Reproduced with permission from the publisher.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>Edtech to Connect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways we can harness educational technology to build community within our classrooms and to bring students into the global community. \u003c/span>\u003ca href=\"https://www.iste.org/standards/iste-standards-for-students\">\u003cspan style=\"font-weight: 400\">ISTE Student Standard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> 1.7 \u003c/span>\u003cspan style=\"font-weight: 400\">Global Collaborator\u003c/span>\u003cspan style=\"font-weight: 400\"> offers a framework for how to approach this\u003c/span>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003cspan style=\"font-weight: 400\"> “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many edtech tools that help foster community building while providing global perspectives and engagement for students, both inside and outside of the classroom. Incorporating global community connections into community building helps students form bridges between all the communities they participate in. It may also open new avenues for students to see themselves as part of a larger global community and give them new awareness and understanding of their place in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>StoryCorps\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> A digital archive of recorded interviews and personal stories that convey the humanity of people from all over the world. “\u003c/span>\u003ca href=\"http://storycorps.org\">\u003cspan style=\"font-weight: 400\">StoryCorps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can explore stories from across the country and the world, or they can search for specific stories that correlate with content and projects for the classroom. Students have the opportunity to recognize the global humanity that brings us together, along with perspectives that may be different from their own.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Flipgrid GridPals\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> While many teachers and students may already be familiar with creating short-form videos using Flipgrid in their classrooms, there is a unique opportunity to connect with other students and classrooms across the world using \u003c/span>\u003ca href=\"http://bit.ly/GridPalsFG\">\u003cspan style=\"font-weight: 400\">Flipgrid GridPals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> After logging into their teacher accounts, teachers can search and connect with fellow educators from across the world. This allows teachers to collaborate on learning experiences that make connections between their classrooms asynchronously through video (no time zone constraints) in a safe online learning experience.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Digital Citizenship Institute\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> The \u003c/span>\u003ca href=\"http://bit.ly/DigCitInstitute\">\u003cspan style=\"font-weight: 400\">Digital Citizenship Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s focus is on helping our students connect the world through our shared citizenship in a digital world. It is all about “humanizing the person next to you, around the world, and across the screen. . . .In today’s interconnected world, this is our opportunity to put global education into practice to empower others to become change makers for using tech for good in local, global and digital communities.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> “DigCitKids” is one aspect of student engagement and community that is available from the Digital Citizenship Institute. This initiative is focused on creating digital citizenship opportunities for kids by kids, with a focus on solving real community problems.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Google Earth\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b> \u003ca href=\"http://bit.ly/GoogleEarthEd\">\u003cspan style=\"font-weight: 400\">Google Earth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is more than just an online map; it also provides resources, lessons, and integrations to be used with students. These include “. . . step-by-step guides and tutorials on Google’s Geo Tools, inspirational stories, plus lesson plans, product information, and much more.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Helping students learn about geography and place gives them a better sense of the world and their place in it. These lessons and resources are varied and help students make connections between people, the land they inhabit, and their impact on it.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>PenPal Schools\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> Making connections and collaborations with students from dozens of countries across the world allows students to read, write, and create original projects. “\u003c/span>\u003ca href=\"http://bit.ly/PenPalConnect\">\u003cspan style=\"font-weight: 400\">PenPal Schools \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">connect students from 150 countries to make friends and discover the world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can collaborate with students from other countries on projects that matter to them. This is a unique opportunity to not only communicate with students from across the world but also work together on projects with an educational context.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mystery Skype\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a way to build a global community with other classrooms from across the world. It has been described as a global guessing game, in which teachers collaborate and have their classes meet via Skype (or any other online conferencing platform), then have students try to guess each other’s location. There are many forms of this “\u003c/span>\u003ca href=\"http://bit.ly/MysterySkypeWhere\">\u003cspan style=\"font-weight: 400\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” format, and teachers can be creative in their collaboration to set up the activities (such as only asking the other class yes or no questions).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> With activities such as this, teachers and students connect with classrooms across the world, expand their cultural awareness, and hone their geography skills—while also collaborating as a class to guess the location of the mystery classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Global Read Aloud\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> What if your students could read the same book and collaborate with students from across the world? They can! Each year during a six-week period, the \u003c/span>\u003ca href=\"http://bit.ly/ReadAloudGlobal\">\u003cspan style=\"font-weight: 400\">Global Read Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students and teachers connect with resources and activities that are based on a common book. Teachers can connect with other classes from around the world that are participating and decide how much time they would like to dedicate and how involved they would like to be.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> To make these global connections with other classes, teachers can harness the power of edtech to connect using tools such as Skype, Twitter, Padlet, or Flipgrid. “Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/HistoryFrog\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png\" alt=\"Karalee Wong Nakatsuka\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1020x856.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-160x134.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-768x645.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1536x1289.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-2048x1719.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1920x1611.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Karalee Wong Nakatsuka\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.A. E.D., is a veteran middle school U.S. history teacher. Also a Gilder Lehrman Master Teacher, she was recognized in 2019 as the Gilder Lehrman History Teacher of the Year for California and was a top 10 finalist for the national award. She serves on the American250 History Education Advisory Council, the Gilder Lehrman Teacher Advisory Council and the Monticello Teacher Advisory Group. She’s a member of the California Council for the Social Studies (CCSS), the National Council for the Social Studies (NCSS), the iCivics Education Network and the National Council for History Education (NCHE). Nakatsuka appeared in the New York Times multimedia story “What’s Actually Being Taught in History Class?” and was featured in an article in Time Magazine’s September 2021 issue titled “From Teachers to Custodians, Meet the Educators Who Saved a Pandemic School Year.” She’s passionate about using technology to engage and excite students; sharing the stories and the places where history took place; building community in her classroom; and preparing students to develop as empathetic, informed, engaged and active critical thinkers and citizens who care and make a difference in the world.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/LucyKirchh\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60160\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png\" alt=\"Laurel Aguilar-Kirchhoff\" width=\"250\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-160x151.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-768x724.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot.png 904w\" sizes=\"(max-width: 250px) 100vw, 250px\">Laurel Aguilar-Kirchhoff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.S.Ed., is a former history and science educator who now serves as a professional development coordinator and digital learning specialist. Aguilar-Kirchhoff works with educators, administrators and students to successfully integrate educational technology into curriculum for lasting student learning outcomes. Her areas of expertise include digital citizenship, media literacy, blended learning, curriculum instruction and design, and edtech and innovation. She was recognized as the 2018 National History Day California Teacher of the Year, was a top six finalist for the National History Day Teacher of the Year, and was the Inland Area CUE (IACUE) Administrator of the Year in 2022. She’s a Google Certified Trainer, Leading Edge Certified Online Blended Teacher and a member of the iCivics Education Network. Aguilar-Kirchhoff served on the ISTE Digital Citizenship PLN Leadership team and is currently an ISTE Community Leader. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60090/7-edtech-tools-to-connect-students-to-a-global-community","authors":["4354"],"categories":["mindshift_20788","mindshift_193"],"tags":["mindshift_20533","mindshift_822","mindshift_21294","mindshift_545","mindshift_550","mindshift_963","mindshift_851"],"featImg":"mindshift_60234","label":"mindshift"},"mindshift_58930":{"type":"posts","id":"mindshift_58930","meta":{"index":"posts_1591205157","site":"mindshift","id":"58930","score":null,"sort":[1641486637000]},"guestAuthors":[],"slug":"8-ways-teachers-are-talking-about-jan-6-in-their-classrooms","title":"8 ways teachers are talking about Jan. 6 in their classrooms","publishDate":1641486637,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated January 5, 2022 at 3:34 PM ET\u003c/strong>\u003c/div>\n\u003cp>Teachers across the country face a daunting challenge this week: how to talk with students about the anniversary of the Jan. 6, 2021, insurrection at the U.S. Capitol.\u003c/p>\n\u003cp>Discussing it last year, as it happened or the day after, was hard, teachers tell NPR, but this year will likely be harder. Our nation's political divides persist, and \u003ca href=\"https://www.npr.org/2022/01/03/1069764164/american-democracy-poll-jan-6\">polls show Americans still don't agree on basic facts\u003c/a> about why a mob overran the Capitol, attacked police and threatened lawmakers.\u003c/p>\n\u003cp>NPR spoke with a dozen educators and civics experts about how they're handling the anniversary in the classroom.\u003c/p>\n\u003ch3>Don't assume students know what happened\u003c/h3>\n\u003cp>This one may surprise you, but several educators tell NPR they plan to talk about the events of Jan. 6 as if their students know very little about what actually happened. Because many don't.\u003c/p>\n\u003cp>\"We were talking about the burning of Washington, D.C., during the War of 1812,\" says Kristen Crews, who teaches high school American history outside Winston-Salem, N.C., \"and I was kind of surprised at how many kids don't realize or understand what happened a year ago and how serious it was. And I was like, 'No, this is one of those times where history is relevant!' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teens get so much of their daily news from peers, social media and other unreliable sources that educators say it's risky to assume students know even basic facts about that day.\u003c/p>\n\u003cp>That's why Emma Humphries, of iCivics, a national nonprofit devoted to improving civics education, recommends teachers \"start by asking students what they know about the events of Jan. 6 or what questions they might have about [that day].\"\u003c/p>\n\u003cp>This allows teachers to gauge the depth of students' understanding, while also letting kids' own curiosity and interest guide the conversation.\u003c/p>\n\u003ch3>Create a safe space for debate\u003c/h3>\n\u003cp>Classrooms are like grocery stores and movie theaters: They're full of people with diverse life stories and conflicting opinions, brought together for a common purpose. Unlike grocery clerks and ticket-takers, though, teachers have to engage their students in difficult conversations.\u003c/p>\n\u003cp>That can't happen, teachers say, unless students feel safe sharing. That's why, before discussing the events of Jan. 6, it's important to establish some ground rules.\u003c/p>\n\u003cp>Students must feel comfortable sharing without fear of judgment or embarrassment — from their peers but also from their teacher. Disagreement is healthy — but must be respectful and informed. That means questioning opinions, not the character of the student who holds them.\u003c/p>\n\u003cp>\"Let your students know that their learning environment is a safe and brave space,\" recommends \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/responding-insurrection-us-capitol\">updated classroom guidance\u003c/a> from Facing History & Ourselves, a global nonprofit that helps teachers use history lessons to combat bigotry and hate. The group even recommends students \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/contracting\">draft a formal contract\u003c/a>, laying out the rules for classroom conversation.\u003c/p>\n\u003ch3>Teach students how to find the facts\u003c/h3>\n\u003cp>One of the most obvious ways students can begin to explore the events of Jan. 6 — or any other fraught moment in history — is by using primary sources to build a foundation of facts.\u003c/p>\n\u003cp>Several teachers say, even before beginning a conversation about Jan. 6, it may be necessary to provide students with at least a baseline of truth.\u003c/p>\n\u003cp>\"Even older kids can come in and really derail things in terms of what they think they know or, you know, some story they heard at home. And then it can all just be a big jumble,\" says teacher Gabby Arca, who has taught K-12 in Washington, D.C., and Oregon. She advises fellow teachers \"to get on the same page about the basic facts before you just open a discussion where it can just kind of go into a free for all.\"\u003c/p>\n\u003cp>Start with the easy stuff.\u003c/p>\n\u003cp>For example, we know from official records — \u003ca href=\"https://www.pbs.org/newshour/show/mayhem-erupts-in-the-u-s-capitol-as-congress-certifies-electoral-votes\">videos of lawmakers' speeches\u003c/a> and \u003ca href=\"https://www.npr.org/2020/12/22/949134479/congress-role-in-election-results-heres-what-happens-jan-6\">news stories leading up to the day\u003c/a> — that Congress was meeting in a joint session, presided over by former Vice President Mike Pence, to officially certify the results of the 2020 presidential election.\u003c/p>\n\u003cp>Those are all incontrovertible facts.\u003c/p>\n\u003cp>It's also a fact that, at the same time, thousands of former President Donald Trump's supporters gathered for a planned rally near the White House to protest what Trump argued was a fraudulent election. Teachers say Trump's speech to the crowd, in which he encouraged them to \u003ca href=\"https://apnews.com/article/election-2020-joe-biden-donald-trump-capitol-siege-media-e79eb5164613d6718e9f4502eb471f27\">\"stop the steal\" and \"fight like hell\u003c/a>,\" is a valuable source to understand his motivations and those of the crowd.\u003c/p>\n\u003cp>Then come the thornier facts, though facts nonetheless.\u003c/p>\n\u003cp>Was the election corrupted by fraud? \u003ca href=\"https://www.npr.org/2022/01/03/1069764164/american-democracy-poll-jan-6\">According to a new NPR/Ipsos poll\u003c/a>, two-thirds of Republican respondents believe it was — despite \u003ca href=\"https://apnews.com/article/election-2020-ap-fact-check-joe-biden-donald-trump-technology-49a24edd6d10888dbad61689c24b05a5\">trustworthy\u003c/a> \u003ca href=\"https://apnews.com/article/voter-fraud-election-2020-joe-biden-donald-trump-7fcb6f134e528fee8237c7601db3328f\">sources\u003c/a> refuting those claims. This puts teachers in the difficult position of contradicting what some students are hearing at home.\u003c/p>\n\u003cp>Several educators tell NPR their job is to teach students \u003cem>how\u003c/em> to think, not what to think. Instead of simply saying, \"Trump's election fraud claims have been thoroughly debunked,\" some teachers say they would rather help students investigate the claims themselves — that it's a more meaningful (and lasting) learning experience if the truth requires a journey of inquiry.\u003c/p>\n\u003ch3>Helping students develop news literacy is a top concern\u003c/h3>\n\u003cp>Challenging students to check their facts doesn't mean teachers step aside. Instead, they play a vital role helping students differentiate between a reputable source and propaganda; between an advocate who profits from falsehoods and a journalist or expert who traffics in facts.\u003c/p>\n\u003cp>\"I want my students to develop an appreciation for expertise,\" says Justin Christensen, a high school government teacher in San Jose, Calif. Even down to the weather, he jokes.\u003c/p>\n\u003cp>\"Rather than me simply saying, 'It's sunny. Let's move on.' I would want [my students] to consult a meteorologist. I would want them to find the expert in the field.\"\u003c/p>\n\u003cp>In Chicago, high school teacher James Fitzgerald says he enjoys pushing his students to always question their assumptions and to back them up with evidence.\u003c/p>\n\u003cp>\"I like to play a lot of devil's advocate and just get the students to be, you know, almost get mad at me for asking too many questions. But then they get to use that 6 inches between their ears and think about what their own position is,\" Fitzgerald says.\u003c/p>\n\u003cp>NPR spoke with teachers of history, civics, government and English, and all said, in these days of information overload, helping students develop these news literacy skills — and learn to meaningfully question everything that comes their way — is one of their top concerns.\u003c/p>\n\u003cp>\"A true patriot is someone that questions and investigates,\" says Crews, in North Carolina.\u003c/p>\n\u003ch3>But beware of creating a false equivalence between two sides of a debate\u003c/h3>\n\u003cp>Inquiry is good, says Matthew Kay, a high school English teacher in Philadelphia, but teachers should also beware: There's a difference between rich inquiry, where students have to push and pull at the evidence behind a complex idea, and what Kay calls a \"cheap trick\" of the classroom.\u003c/p>\n\u003cp>That's when a teacher divides a class in half — or students into pairs — and asks them to argue different sides of a debate in which only one side is truly supported by evidence.\u003c/p>\n\u003cp>Kay says asking students to debate climate change this way, or whether voter fraud helped Joe Biden win the White House, \"does our kids a disservice\" because it risks creating a false equivalence in students' minds. In both cases, it's not a 50-50 debate, he says. The evidence is clear.\u003c/p>\n\u003cp>On the matter of Trump's election fraud claims, Anton Schulzki, a high school teacher in Colorado Springs, Colo., and president of the National Council for the Social Studies, says while student inquiry is important, \"it's also our responsibility to correct mistakes\" and to be clear with students: \"'You know, the evidence points in one direction, not to another.'\"\u003c/p>\n\u003cp>Anthony Maida, a high school teacher in Eagleville, Pa., says he too worries about teachers short-changing the facts of Jan. 6 for fear of sounding political and potentially alienating some students (and perhaps angering their parents).\u003c/p>\n\u003cp>Maida, who is also a former Marine, says it's clear to him that what happened that day wasn't simply a protest or demonstration, but an insurrection, and he's not afraid to say so in class.\u003c/p>\n\u003cp>\"They want you to be apolitical. But being apolitical is a political choice, right? If I look at Jan. 6 and take an apolitical stance, that signals I'm OK with it ... and I'm not.\"\u003c/p>\n\u003cp>Maida says part of his job as a teacher of U.S. government is to \"demystify it — because that helps defend democracy.\" And that, he says, requires that he not \"sugarcoat\" the facts.\u003c/p>\n\u003ch3>Teach students to pay attention to the words used to describe an event\u003c/h3>\n\u003cp>Several educators say exploring this tension, over the nouns and verbs we use to label events in history, will help them frame Jan. 6 for students and put it into historical context.\u003c/p>\n\u003cp>\"Why was Shays' Rebellion called a 'rebellion,' and why was the Boston Tea Party called a 'tea party?' \" asks Humphries of iCivics. \"Why was John Brown's Raid called a 'raid?' \"\u003c/p>\n\u003cp>For generations, \u003ca href=\"https://www.npr.org/2021/05/24/998683497/a-century-after-the-race-massacre-tulsa-confronts-its-bloody-past\">the murder of as many as 300 innocent African Americans in Tulsa, Okla.,\u003c/a> at the hands of a white mob was known as the Tulsa Race \u003cem>Riot\u003c/em>. Only recently have historians, \u003ca href=\"https://www.whitehouse.gov/briefing-room/speeches-remarks/2021/06/02/remarks-by-president-biden-commemorating-the-100th-anniversary-of-the-tulsa-race-massacre/\">and even President Biden\u003c/a>, embraced a more accurate label: massacre.\u003c/p>\n\u003cp>Along the same lines, students can follow the evolution of language in news reports describing the events of Jan. 6, with outlets, including NPR, turning quickly and consistently to \"riot\" or \"insurrection\" and \u003ca href=\"https://www.npr.org/sections/publiceditor/2021/01/14/956777105/from-protest-to-riot-to-insurrection-how-nprs-language-evolved\">publicly explaining their reasoning.\u003c/a>\u003c/p>\n\u003cp>Fitzgerald in Chicago says other language around Jan. 6 sparked important conversations with his students, some of whom have participated in Black Lives Matter protests.\u003c/p>\n\u003cp>He says his teens noticed, in 2020, when BLM protestors were referred to as \u003ca href=\"https://www.thewrap.com/tucker-carlson-blm-protesters-are-thugs-with-no-stake-in-society-video/\">\"thugs\"\u003c/a> and \u003ca href=\"https://www.the-sun.com/news/3123181/hundreds-blm-rioters-looters-vandals-charges-dropped/\">\"looters\"\u003c/a> who were destroying property. \"[My students] are like, 'None of those terms were ever used for people that were literally inside the Capitol of the country.' \"\u003c/p>\n\u003cp>Nina Sethi, who teaches elementary school in Washington, D.C., says some of her young students also took notice.\u003c/p>\n\u003cp>\"They felt like people were clearly breaking the law and endangering others when they broke into the U.S. Capitol. But the reaction they got from the police and the media and other security forces was very different from Black Lives Matter protesters.\"\u003c/p>\n\u003ch3>People make choices and choices make history\u003c/h3>\n\u003cp>The organization Facing History & Ourselves has \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/mob-violence-human-behavior-capitol-insurrection?cacheclear=1\">just published a new Jan. 6 lesson plan\u003c/a> for teachers that unpacks a common word used to describe the Capitol attackers: mob.\u003c/p>\n\u003cp>And this gets to another key takeaway for the classroom: History is made by people, and not just famous ones — in this case, Trump and Pence — but by\u003cem> thousands\u003c/em>.\u003c/p>\n\u003cp>\"Our tagline is 'People make choices and choices make history,' \" says Abby Weiss, of Facing History & Ourselves.\u003c/p>\n\u003cp>The new lesson plan includes multiple expert perspectives on mob psychology, and asks students: Why do people choose to participate in mob violence? The lesson \u003ca href=\"https://www.facinghistory.org/resource-library/profiles-two-perpetrators-capitol-insurrection\">also includes\u003c/a> reporting \u003ca href=\"https://www.npr.org/2021/03/02/972895521/prosecutors-proud-boys-gave-leader-war-powers-planned-ahead-for-capitol-riot\">by NPR\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/dc-md-va/2021/11/09/rioters-charges-arrests-jan-6-insurrection/\">\u003cem>The Washington Post\u003c/em>\u003c/a> on two perpetrators of the insurrection, and challenges students to think about why they may have been motivated to participate in the day's events.\u003c/p>\n\u003cp>\"We're asking students to consider why so many people, including those who apparently had no plans to commit violence, participated in the insurrection,\" says Weiss.\u003c/p>\n\u003cp>The lesson encourages teachers to \"invite students to reflect on how even seemingly small choices that individuals make can contribute to larger acts of injustice and violence.\"\u003c/p>\n\u003cp>Jenny Staysniak, a high school history teacher in Sudbury, Mass., says, \"What I don't want to ever do with my students is simply demonize or paint this portrait of the other.\" She plans to ask her students to explore, \"What do we know about those who stormed the Capitol? What do we know about those who spoke out afterwards? Why do we think those actions occurred? What about those people's identities made them believe that they were making the right choices at the time?\"\u003c/p>\n\u003ch3>Look for parallels in American history\u003c/h3>\n\u003cp>Nothing happens without context, and teachers tell NPR, as shocking as the events of Jan. 6 were, exploring previous precedents can help students make sense of what happened. For example: when invading British troops attacked Washington and \u003ca href=\"https://www.senate.gov/artandhistory/history/common/generic/August_Burning_Washington.htm#:~:text=On%20August%2024%2C%201814%2C%20as,Mansion%2C%20and%20other%20local%20landmarks.\">set fire to the Capitol\u003c/a> in 1814.\u003c/p>\n\u003cp>The election of 1876 was arguably the most contentious in U.S. history, ending Reconstruction and setting the stage for a century of oppressive Jim Crow laws across the South.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In fact, several teachers suggest they may draw parallels between those 19th-century efforts to suppress Black voting and recent moves in many state legislatures that will \u003ca href=\"https://www.npr.org/2021/08/13/1026588142/map-see-which-states-have-restricted-voter-access-and-which-states-have-expanded\">essentially make it harder for some citizens to vote\u003c/a> — new rules that will, in many states, hit communities of color the hardest.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=8+ways+teachers+are+talking+about+Jan.+6+in+their+classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A year after a pro-Trump mob invaded the U.S. Capitol, teachers say they want students to grapple with the uncomfortable facts of the day. ","status":"publish","parent":0,"modified":1641486637,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2193},"headData":{"title":"8 ways teachers are talking about Jan. 6 in their classrooms - MindShift","description":"A year after a pro-Trump mob invaded the U.S. Capitol, teachers say they want students to grapple with the uncomfortable facts of the day. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58930 https://ww2.kqed.org/mindshift/?p=58930","disqusUrl":"https://ww2.kqed.org/mindshift/2022/01/06/8-ways-teachers-are-talking-about-jan-6-in-their-classrooms/","disqusTitle":"8 ways teachers are talking about Jan. 6 in their classrooms","nprImageCredit":"Keith Lance","nprByline":"Cory Turner","nprImageAgency":"Getty Images","nprStoryId":"1070235674","nprApiLink":"http://api.npr.org/query?id=1070235674&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/01/05/1070235674/teachers-capitol-riot-anniversary-lessons-students-schools?ft=nprml&f=1070235674","nprRetrievedStory":"1","nprPubDate":"Thu, 06 Jan 2022 08:11:00 -0500","nprStoryDate":"Wed, 05 Jan 2022 14:04:00 -0500","nprLastModifiedDate":"Thu, 06 Jan 2022 06:10:15 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/01/20220106_me_8_ways_teachers_are_talking_about_jan_6_in_their_classrooms.mp3?orgId=1&topicId=1013&d=267&p=3&story=1070235674&ft=nprml&f=1070235674","nprAudioM3u":"http://api.npr.org/m3u/11070849490-908119.m3u?orgId=1&topicId=1013&d=267&p=3&story=1070235674&ft=nprml&f=1070235674","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/58930/8-ways-teachers-are-talking-about-jan-6-in-their-classrooms","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/01/20220106_me_8_ways_teachers_are_talking_about_jan_6_in_their_classrooms.mp3?orgId=1&topicId=1013&d=267&p=3&story=1070235674&ft=nprml&f=1070235674","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated January 5, 2022 at 3:34 PM ET\u003c/strong>\u003c/div>\n\u003cp>Teachers across the country face a daunting challenge this week: how to talk with students about the anniversary of the Jan. 6, 2021, insurrection at the U.S. Capitol.\u003c/p>\n\u003cp>Discussing it last year, as it happened or the day after, was hard, teachers tell NPR, but this year will likely be harder. Our nation's political divides persist, and \u003ca href=\"https://www.npr.org/2022/01/03/1069764164/american-democracy-poll-jan-6\">polls show Americans still don't agree on basic facts\u003c/a> about why a mob overran the Capitol, attacked police and threatened lawmakers.\u003c/p>\n\u003cp>NPR spoke with a dozen educators and civics experts about how they're handling the anniversary in the classroom.\u003c/p>\n\u003ch3>Don't assume students know what happened\u003c/h3>\n\u003cp>This one may surprise you, but several educators tell NPR they plan to talk about the events of Jan. 6 as if their students know very little about what actually happened. Because many don't.\u003c/p>\n\u003cp>\"We were talking about the burning of Washington, D.C., during the War of 1812,\" says Kristen Crews, who teaches high school American history outside Winston-Salem, N.C., \"and I was kind of surprised at how many kids don't realize or understand what happened a year ago and how serious it was. And I was like, 'No, this is one of those times where history is relevant!' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teens get so much of their daily news from peers, social media and other unreliable sources that educators say it's risky to assume students know even basic facts about that day.\u003c/p>\n\u003cp>That's why Emma Humphries, of iCivics, a national nonprofit devoted to improving civics education, recommends teachers \"start by asking students what they know about the events of Jan. 6 or what questions they might have about [that day].\"\u003c/p>\n\u003cp>This allows teachers to gauge the depth of students' understanding, while also letting kids' own curiosity and interest guide the conversation.\u003c/p>\n\u003ch3>Create a safe space for debate\u003c/h3>\n\u003cp>Classrooms are like grocery stores and movie theaters: They're full of people with diverse life stories and conflicting opinions, brought together for a common purpose. Unlike grocery clerks and ticket-takers, though, teachers have to engage their students in difficult conversations.\u003c/p>\n\u003cp>That can't happen, teachers say, unless students feel safe sharing. That's why, before discussing the events of Jan. 6, it's important to establish some ground rules.\u003c/p>\n\u003cp>Students must feel comfortable sharing without fear of judgment or embarrassment — from their peers but also from their teacher. Disagreement is healthy — but must be respectful and informed. That means questioning opinions, not the character of the student who holds them.\u003c/p>\n\u003cp>\"Let your students know that their learning environment is a safe and brave space,\" recommends \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/responding-insurrection-us-capitol\">updated classroom guidance\u003c/a> from Facing History & Ourselves, a global nonprofit that helps teachers use history lessons to combat bigotry and hate. The group even recommends students \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/contracting\">draft a formal contract\u003c/a>, laying out the rules for classroom conversation.\u003c/p>\n\u003ch3>Teach students how to find the facts\u003c/h3>\n\u003cp>One of the most obvious ways students can begin to explore the events of Jan. 6 — or any other fraught moment in history — is by using primary sources to build a foundation of facts.\u003c/p>\n\u003cp>Several teachers say, even before beginning a conversation about Jan. 6, it may be necessary to provide students with at least a baseline of truth.\u003c/p>\n\u003cp>\"Even older kids can come in and really derail things in terms of what they think they know or, you know, some story they heard at home. And then it can all just be a big jumble,\" says teacher Gabby Arca, who has taught K-12 in Washington, D.C., and Oregon. She advises fellow teachers \"to get on the same page about the basic facts before you just open a discussion where it can just kind of go into a free for all.\"\u003c/p>\n\u003cp>Start with the easy stuff.\u003c/p>\n\u003cp>For example, we know from official records — \u003ca href=\"https://www.pbs.org/newshour/show/mayhem-erupts-in-the-u-s-capitol-as-congress-certifies-electoral-votes\">videos of lawmakers' speeches\u003c/a> and \u003ca href=\"https://www.npr.org/2020/12/22/949134479/congress-role-in-election-results-heres-what-happens-jan-6\">news stories leading up to the day\u003c/a> — that Congress was meeting in a joint session, presided over by former Vice President Mike Pence, to officially certify the results of the 2020 presidential election.\u003c/p>\n\u003cp>Those are all incontrovertible facts.\u003c/p>\n\u003cp>It's also a fact that, at the same time, thousands of former President Donald Trump's supporters gathered for a planned rally near the White House to protest what Trump argued was a fraudulent election. Teachers say Trump's speech to the crowd, in which he encouraged them to \u003ca href=\"https://apnews.com/article/election-2020-joe-biden-donald-trump-capitol-siege-media-e79eb5164613d6718e9f4502eb471f27\">\"stop the steal\" and \"fight like hell\u003c/a>,\" is a valuable source to understand his motivations and those of the crowd.\u003c/p>\n\u003cp>Then come the thornier facts, though facts nonetheless.\u003c/p>\n\u003cp>Was the election corrupted by fraud? \u003ca href=\"https://www.npr.org/2022/01/03/1069764164/american-democracy-poll-jan-6\">According to a new NPR/Ipsos poll\u003c/a>, two-thirds of Republican respondents believe it was — despite \u003ca href=\"https://apnews.com/article/election-2020-ap-fact-check-joe-biden-donald-trump-technology-49a24edd6d10888dbad61689c24b05a5\">trustworthy\u003c/a> \u003ca href=\"https://apnews.com/article/voter-fraud-election-2020-joe-biden-donald-trump-7fcb6f134e528fee8237c7601db3328f\">sources\u003c/a> refuting those claims. This puts teachers in the difficult position of contradicting what some students are hearing at home.\u003c/p>\n\u003cp>Several educators tell NPR their job is to teach students \u003cem>how\u003c/em> to think, not what to think. Instead of simply saying, \"Trump's election fraud claims have been thoroughly debunked,\" some teachers say they would rather help students investigate the claims themselves — that it's a more meaningful (and lasting) learning experience if the truth requires a journey of inquiry.\u003c/p>\n\u003ch3>Helping students develop news literacy is a top concern\u003c/h3>\n\u003cp>Challenging students to check their facts doesn't mean teachers step aside. Instead, they play a vital role helping students differentiate between a reputable source and propaganda; between an advocate who profits from falsehoods and a journalist or expert who traffics in facts.\u003c/p>\n\u003cp>\"I want my students to develop an appreciation for expertise,\" says Justin Christensen, a high school government teacher in San Jose, Calif. Even down to the weather, he jokes.\u003c/p>\n\u003cp>\"Rather than me simply saying, 'It's sunny. Let's move on.' I would want [my students] to consult a meteorologist. I would want them to find the expert in the field.\"\u003c/p>\n\u003cp>In Chicago, high school teacher James Fitzgerald says he enjoys pushing his students to always question their assumptions and to back them up with evidence.\u003c/p>\n\u003cp>\"I like to play a lot of devil's advocate and just get the students to be, you know, almost get mad at me for asking too many questions. But then they get to use that 6 inches between their ears and think about what their own position is,\" Fitzgerald says.\u003c/p>\n\u003cp>NPR spoke with teachers of history, civics, government and English, and all said, in these days of information overload, helping students develop these news literacy skills — and learn to meaningfully question everything that comes their way — is one of their top concerns.\u003c/p>\n\u003cp>\"A true patriot is someone that questions and investigates,\" says Crews, in North Carolina.\u003c/p>\n\u003ch3>But beware of creating a false equivalence between two sides of a debate\u003c/h3>\n\u003cp>Inquiry is good, says Matthew Kay, a high school English teacher in Philadelphia, but teachers should also beware: There's a difference between rich inquiry, where students have to push and pull at the evidence behind a complex idea, and what Kay calls a \"cheap trick\" of the classroom.\u003c/p>\n\u003cp>That's when a teacher divides a class in half — or students into pairs — and asks them to argue different sides of a debate in which only one side is truly supported by evidence.\u003c/p>\n\u003cp>Kay says asking students to debate climate change this way, or whether voter fraud helped Joe Biden win the White House, \"does our kids a disservice\" because it risks creating a false equivalence in students' minds. In both cases, it's not a 50-50 debate, he says. The evidence is clear.\u003c/p>\n\u003cp>On the matter of Trump's election fraud claims, Anton Schulzki, a high school teacher in Colorado Springs, Colo., and president of the National Council for the Social Studies, says while student inquiry is important, \"it's also our responsibility to correct mistakes\" and to be clear with students: \"'You know, the evidence points in one direction, not to another.'\"\u003c/p>\n\u003cp>Anthony Maida, a high school teacher in Eagleville, Pa., says he too worries about teachers short-changing the facts of Jan. 6 for fear of sounding political and potentially alienating some students (and perhaps angering their parents).\u003c/p>\n\u003cp>Maida, who is also a former Marine, says it's clear to him that what happened that day wasn't simply a protest or demonstration, but an insurrection, and he's not afraid to say so in class.\u003c/p>\n\u003cp>\"They want you to be apolitical. But being apolitical is a political choice, right? If I look at Jan. 6 and take an apolitical stance, that signals I'm OK with it ... and I'm not.\"\u003c/p>\n\u003cp>Maida says part of his job as a teacher of U.S. government is to \"demystify it — because that helps defend democracy.\" And that, he says, requires that he not \"sugarcoat\" the facts.\u003c/p>\n\u003ch3>Teach students to pay attention to the words used to describe an event\u003c/h3>\n\u003cp>Several educators say exploring this tension, over the nouns and verbs we use to label events in history, will help them frame Jan. 6 for students and put it into historical context.\u003c/p>\n\u003cp>\"Why was Shays' Rebellion called a 'rebellion,' and why was the Boston Tea Party called a 'tea party?' \" asks Humphries of iCivics. \"Why was John Brown's Raid called a 'raid?' \"\u003c/p>\n\u003cp>For generations, \u003ca href=\"https://www.npr.org/2021/05/24/998683497/a-century-after-the-race-massacre-tulsa-confronts-its-bloody-past\">the murder of as many as 300 innocent African Americans in Tulsa, Okla.,\u003c/a> at the hands of a white mob was known as the Tulsa Race \u003cem>Riot\u003c/em>. Only recently have historians, \u003ca href=\"https://www.whitehouse.gov/briefing-room/speeches-remarks/2021/06/02/remarks-by-president-biden-commemorating-the-100th-anniversary-of-the-tulsa-race-massacre/\">and even President Biden\u003c/a>, embraced a more accurate label: massacre.\u003c/p>\n\u003cp>Along the same lines, students can follow the evolution of language in news reports describing the events of Jan. 6, with outlets, including NPR, turning quickly and consistently to \"riot\" or \"insurrection\" and \u003ca href=\"https://www.npr.org/sections/publiceditor/2021/01/14/956777105/from-protest-to-riot-to-insurrection-how-nprs-language-evolved\">publicly explaining their reasoning.\u003c/a>\u003c/p>\n\u003cp>Fitzgerald in Chicago says other language around Jan. 6 sparked important conversations with his students, some of whom have participated in Black Lives Matter protests.\u003c/p>\n\u003cp>He says his teens noticed, in 2020, when BLM protestors were referred to as \u003ca href=\"https://www.thewrap.com/tucker-carlson-blm-protesters-are-thugs-with-no-stake-in-society-video/\">\"thugs\"\u003c/a> and \u003ca href=\"https://www.the-sun.com/news/3123181/hundreds-blm-rioters-looters-vandals-charges-dropped/\">\"looters\"\u003c/a> who were destroying property. \"[My students] are like, 'None of those terms were ever used for people that were literally inside the Capitol of the country.' \"\u003c/p>\n\u003cp>Nina Sethi, who teaches elementary school in Washington, D.C., says some of her young students also took notice.\u003c/p>\n\u003cp>\"They felt like people were clearly breaking the law and endangering others when they broke into the U.S. Capitol. But the reaction they got from the police and the media and other security forces was very different from Black Lives Matter protesters.\"\u003c/p>\n\u003ch3>People make choices and choices make history\u003c/h3>\n\u003cp>The organization Facing History & Ourselves has \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/mob-violence-human-behavior-capitol-insurrection?cacheclear=1\">just published a new Jan. 6 lesson plan\u003c/a> for teachers that unpacks a common word used to describe the Capitol attackers: mob.\u003c/p>\n\u003cp>And this gets to another key takeaway for the classroom: History is made by people, and not just famous ones — in this case, Trump and Pence — but by\u003cem> thousands\u003c/em>.\u003c/p>\n\u003cp>\"Our tagline is 'People make choices and choices make history,' \" says Abby Weiss, of Facing History & Ourselves.\u003c/p>\n\u003cp>The new lesson plan includes multiple expert perspectives on mob psychology, and asks students: Why do people choose to participate in mob violence? The lesson \u003ca href=\"https://www.facinghistory.org/resource-library/profiles-two-perpetrators-capitol-insurrection\">also includes\u003c/a> reporting \u003ca href=\"https://www.npr.org/2021/03/02/972895521/prosecutors-proud-boys-gave-leader-war-powers-planned-ahead-for-capitol-riot\">by NPR\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/dc-md-va/2021/11/09/rioters-charges-arrests-jan-6-insurrection/\">\u003cem>The Washington Post\u003c/em>\u003c/a> on two perpetrators of the insurrection, and challenges students to think about why they may have been motivated to participate in the day's events.\u003c/p>\n\u003cp>\"We're asking students to consider why so many people, including those who apparently had no plans to commit violence, participated in the insurrection,\" says Weiss.\u003c/p>\n\u003cp>The lesson encourages teachers to \"invite students to reflect on how even seemingly small choices that individuals make can contribute to larger acts of injustice and violence.\"\u003c/p>\n\u003cp>Jenny Staysniak, a high school history teacher in Sudbury, Mass., says, \"What I don't want to ever do with my students is simply demonize or paint this portrait of the other.\" She plans to ask her students to explore, \"What do we know about those who stormed the Capitol? What do we know about those who spoke out afterwards? Why do we think those actions occurred? What about those people's identities made them believe that they were making the right choices at the time?\"\u003c/p>\n\u003ch3>Look for parallels in American history\u003c/h3>\n\u003cp>Nothing happens without context, and teachers tell NPR, as shocking as the events of Jan. 6 were, exploring previous precedents can help students make sense of what happened. For example: when invading British troops attacked Washington and \u003ca href=\"https://www.senate.gov/artandhistory/history/common/generic/August_Burning_Washington.htm#:~:text=On%20August%2024%2C%201814%2C%20as,Mansion%2C%20and%20other%20local%20landmarks.\">set fire to the Capitol\u003c/a> in 1814.\u003c/p>\n\u003cp>The election of 1876 was arguably the most contentious in U.S. history, ending Reconstruction and setting the stage for a century of oppressive Jim Crow laws across the South.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, several teachers suggest they may draw parallels between those 19th-century efforts to suppress Black voting and recent moves in many state legislatures that will \u003ca href=\"https://www.npr.org/2021/08/13/1026588142/map-see-which-states-have-restricted-voter-access-and-which-states-have-expanded\">essentially make it harder for some citizens to vote\u003c/a> — new rules that will, in many states, hit communities of color the hardest.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=8+ways+teachers+are+talking+about+Jan.+6+in+their+classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58930/8-ways-teachers-are-talking-about-jan-6-in-their-classrooms","authors":["byline_mindshift_58930"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_21459"],"featImg":"mindshift_58931","label":"mindshift"},"mindshift_58922":{"type":"posts","id":"mindshift_58922","meta":{"index":"posts_1591205157","site":"mindshift","id":"58922","score":null,"sort":[1641367380000]},"guestAuthors":[],"slug":"teachers-are-on-the-front-lines-in-jan-6-culture-war","title":"Teachers are on the front lines in Jan. 6 culture war","publishDate":1641367380,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>MISSION, Kan. — What students are learning about the \u003ca href=\"https://www.npr.org/2022/01/03/1069983186/what-happened-when-during-the-jan-6-insurrection-heres-a-timeline-of-events\">insurrection at the U.S. Capitol \u003c/a>on Jan. 6 may depend on where they live.\u003c/p>\n\u003cp>In a Boston suburb in heavily Democratic Massachusetts, history teacher Justin Voldman said his students will spend the day journaling about what happened and talking about the fragility of democracy.\u003c/p>\n\u003cp>\"I feel really strongly that this needs to be talked about,\" said Voldman, who teaches history at Natick High School, 15 miles (24 kilometers) west of Boston. As the grandson of a Holocaust survivor, he said \"it is fair to draw parallels between what happened on Jan. 6 and the rise of fascism.\"\u003c/p>\n\u003cp>Voldman said he feels fortunate: \"There are other parts of the country where ... I would be scared to be a teacher.\"\u003c/p>\n\u003cp>Liz Wagner, an eighth and ninth grade social studies teacher in a Des Moines suburb of increasingly Republican Iowa, got an email from an administrator last year, warning teachers to be careful in how they framed the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I guess I was so, I don't know if naïve is the appropriate word, perhaps exhausted from the pandemic teaching year last year, to understand how controversial this was going to be,\" she said.\u003c/p>\n\u003cp>Some students questioned Wagner last year when she referred to what happened as an insurrection. She responded by having them read the dictionary definition for the word. This year, she will probably show students videos of the protest and ask them to write about what the footage shows.\u003c/p>\n\u003cp>\"This is kind of what I have to do to ensure that I'm not upsetting anybody,\" Wagner said. \"Last year I was on the front line of the COVID war, trying to dodge COVID and now I'm on the front line of the culture war, and I don't want to be there.\"\u003c/p>\n\u003cp>With shouting crowds at school board meetings and political action committees investing millions in races to elect conservative candidates across the country, talking to students about what happened on Jan. 6 is increasingly fraught.\u003c/p>\n\u003cp>Teachers now are left to decide how — or whether — to instruct their students about the events that sit at the heart of the country's division. And the lessons sometimes vary based on whether they are in a red state or a blue state.\u003c/p>\n\u003cp>Facing History and Ourselves, a nonprofit that helps teachers with difficult lessons on subjects like the Holocaust, offered tips on how to broach the topic with students in the hours after the riot.\u003c/p>\n\u003cp>Within 18 hours of publication, it had 100,000 page views — a level of interest that Abby Weiss, who oversees the development of the nonprofit's teaching tools, said was unlike anything the group has seen before.\u003c/p>\n\u003cp>In the year that has followed, Weiss said, Republican lawmakers and governors in many states have championed legislation to limit the teaching of material that explores how race and racism influence American politics, culture and law.\u003c/p>\n\u003cp>\"Teachers are anxious,\" she said. \"On the face of it, if you read the laws, they're quite vague and, you know, hard to know actually what's permissible and what isn't.\"\u003c/p>\n\u003cp>Racial discussions are hard to avoid when discussing the riot because white supremacists were among those descending on the halls of power, said Jinnie Spiegler, director of curriculum and training for the Anti-Defamation League. She said the group is concerned that the insurrection could be used as a recruitment tool and wrote a newly released guide to help teachers and parents combat those radicalization efforts.\u003c/p>\n\u003cp>\"To talk about white supremacy, to talk about white supremacist extremists, to talk about their racist Confederate flag, it's fraught for so many reasons,\" Spiegler said.\u003c/p>\n\u003cp>Anton Schulzki, the president of the National Council for the Social Studies, said students are often the ones bringing up the racial issues. Last year, he was just moments into discussing what happened when one of his honors students at William J. Palmer High School in Colorado Springs said, \"'You know, if those rioters were all Black, they'd all be arrested by now.\"\u003c/p>\n\u003cp>Since then, three conservative school board candidates won seats on the school board where Schulzki teaches, and the district dissolved its equity leadership team. He is covered by a contract that offers academic freedom protections, and has discussed the riot periodically over the past year.\u003c/p>\n\u003cp>\"I do feel,\" he said, \"that there may be some teachers who are going to feel the best thing for me to do is to ignore this because I don't want to put myself in jeopardy because I have my own bills to pay, my own house, to take care of, my own kids to take back and forth to school.\"\u003c/p>\n\u003cp>Concerned teachers have been reaching out to the American Federation of Teachers, which last month sued over New Hampshire's new limits on the discussion of systemic racism and other topics.\u003c/p>\n\u003cp>\"What I'm hearing now over and over and over again is that these laws that have been passed in different places are really intended to chill the discussion of current events,\" said Randi Weingarten, the union's president and a former social studies teacher. \"I am very concerned about what it means in terms of the teaching as we get closer and closer to January 6th.\"\u003c/p>\n\u003cp>The biggest fear for Paula Davis, a middle school special education teacher in a rural central Indiana district, is that the discussion about what happened could be used by teachers with a political agenda to indoctrinate students. She won't discuss Jan. 6 in her classroom; her focus is math and English.\u003c/p>\n\u003cp>\"I think it's extremely important that any teacher that is addressing that topic does so from an unbiased perspective,\" said Davis, a regional chapter chair for Moms for Liberty, a group whose members have protested mask and vaccine mandates and critical race theory. \"If it cannot be done without bias, then it should not be done.\"\u003c/p>\n\u003cp>But there is no way Dylan Huisken will avoid the topic in his middle school classroom in the Missoula, Montana, area town of Bonner. He plans to use the anniversary to teach his students to use their voice constructively by doing things like writing to lawmakers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Not addressing the attack,\" Huisken said, \"is to suggest that the civic ideals we teach exist in a vacuum and don't have any real-world application, that civic knowledge is mere trivia.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+are+on+the+front+lines+in+Jan.+6+culture+war&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Teachers now are left to decide how — or whether — to instruct their students about the events that sit at the heart of the country's division.","status":"publish","parent":0,"modified":1641371083,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1091},"headData":{"title":"Teachers are on the front lines in Jan. 6 culture war - MindShift","description":"Teachers now are left to decide how — or whether — to instruct their students about the events that sit at the heart of the country's division.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58922 https://ww2.kqed.org/mindshift/?p=58922","disqusUrl":"https://ww2.kqed.org/mindshift/2022/01/04/teachers-are-on-the-front-lines-in-jan-6-culture-war/","disqusTitle":"Teachers are on the front lines in Jan. 6 culture war","nprImageCredit":"Charlie Neibergall","nprByline":"The Associated Press","nprImageAgency":"AP","nprStoryId":"1070102820","nprApiLink":"http://api.npr.org/query?id=1070102820&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/01/04/1070102820/teachers-are-on-the-front-lines-in-jan-6-culture-war?ft=nprml&f=1070102820","nprRetrievedStory":"1","nprPubDate":"Tue, 04 Jan 2022 01:52:00 -0500","nprStoryDate":"Tue, 04 Jan 2022 01:52:23 -0500","nprLastModifiedDate":"Tue, 04 Jan 2022 01:52:23 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/58922/teachers-are-on-the-front-lines-in-jan-6-culture-war","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>MISSION, Kan. — What students are learning about the \u003ca href=\"https://www.npr.org/2022/01/03/1069983186/what-happened-when-during-the-jan-6-insurrection-heres-a-timeline-of-events\">insurrection at the U.S. Capitol \u003c/a>on Jan. 6 may depend on where they live.\u003c/p>\n\u003cp>In a Boston suburb in heavily Democratic Massachusetts, history teacher Justin Voldman said his students will spend the day journaling about what happened and talking about the fragility of democracy.\u003c/p>\n\u003cp>\"I feel really strongly that this needs to be talked about,\" said Voldman, who teaches history at Natick High School, 15 miles (24 kilometers) west of Boston. As the grandson of a Holocaust survivor, he said \"it is fair to draw parallels between what happened on Jan. 6 and the rise of fascism.\"\u003c/p>\n\u003cp>Voldman said he feels fortunate: \"There are other parts of the country where ... I would be scared to be a teacher.\"\u003c/p>\n\u003cp>Liz Wagner, an eighth and ninth grade social studies teacher in a Des Moines suburb of increasingly Republican Iowa, got an email from an administrator last year, warning teachers to be careful in how they framed the discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I guess I was so, I don't know if naïve is the appropriate word, perhaps exhausted from the pandemic teaching year last year, to understand how controversial this was going to be,\" she said.\u003c/p>\n\u003cp>Some students questioned Wagner last year when she referred to what happened as an insurrection. She responded by having them read the dictionary definition for the word. This year, she will probably show students videos of the protest and ask them to write about what the footage shows.\u003c/p>\n\u003cp>\"This is kind of what I have to do to ensure that I'm not upsetting anybody,\" Wagner said. \"Last year I was on the front line of the COVID war, trying to dodge COVID and now I'm on the front line of the culture war, and I don't want to be there.\"\u003c/p>\n\u003cp>With shouting crowds at school board meetings and political action committees investing millions in races to elect conservative candidates across the country, talking to students about what happened on Jan. 6 is increasingly fraught.\u003c/p>\n\u003cp>Teachers now are left to decide how — or whether — to instruct their students about the events that sit at the heart of the country's division. And the lessons sometimes vary based on whether they are in a red state or a blue state.\u003c/p>\n\u003cp>Facing History and Ourselves, a nonprofit that helps teachers with difficult lessons on subjects like the Holocaust, offered tips on how to broach the topic with students in the hours after the riot.\u003c/p>\n\u003cp>Within 18 hours of publication, it had 100,000 page views — a level of interest that Abby Weiss, who oversees the development of the nonprofit's teaching tools, said was unlike anything the group has seen before.\u003c/p>\n\u003cp>In the year that has followed, Weiss said, Republican lawmakers and governors in many states have championed legislation to limit the teaching of material that explores how race and racism influence American politics, culture and law.\u003c/p>\n\u003cp>\"Teachers are anxious,\" she said. \"On the face of it, if you read the laws, they're quite vague and, you know, hard to know actually what's permissible and what isn't.\"\u003c/p>\n\u003cp>Racial discussions are hard to avoid when discussing the riot because white supremacists were among those descending on the halls of power, said Jinnie Spiegler, director of curriculum and training for the Anti-Defamation League. She said the group is concerned that the insurrection could be used as a recruitment tool and wrote a newly released guide to help teachers and parents combat those radicalization efforts.\u003c/p>\n\u003cp>\"To talk about white supremacy, to talk about white supremacist extremists, to talk about their racist Confederate flag, it's fraught for so many reasons,\" Spiegler said.\u003c/p>\n\u003cp>Anton Schulzki, the president of the National Council for the Social Studies, said students are often the ones bringing up the racial issues. Last year, he was just moments into discussing what happened when one of his honors students at William J. Palmer High School in Colorado Springs said, \"'You know, if those rioters were all Black, they'd all be arrested by now.\"\u003c/p>\n\u003cp>Since then, three conservative school board candidates won seats on the school board where Schulzki teaches, and the district dissolved its equity leadership team. He is covered by a contract that offers academic freedom protections, and has discussed the riot periodically over the past year.\u003c/p>\n\u003cp>\"I do feel,\" he said, \"that there may be some teachers who are going to feel the best thing for me to do is to ignore this because I don't want to put myself in jeopardy because I have my own bills to pay, my own house, to take care of, my own kids to take back and forth to school.\"\u003c/p>\n\u003cp>Concerned teachers have been reaching out to the American Federation of Teachers, which last month sued over New Hampshire's new limits on the discussion of systemic racism and other topics.\u003c/p>\n\u003cp>\"What I'm hearing now over and over and over again is that these laws that have been passed in different places are really intended to chill the discussion of current events,\" said Randi Weingarten, the union's president and a former social studies teacher. \"I am very concerned about what it means in terms of the teaching as we get closer and closer to January 6th.\"\u003c/p>\n\u003cp>The biggest fear for Paula Davis, a middle school special education teacher in a rural central Indiana district, is that the discussion about what happened could be used by teachers with a political agenda to indoctrinate students. She won't discuss Jan. 6 in her classroom; her focus is math and English.\u003c/p>\n\u003cp>\"I think it's extremely important that any teacher that is addressing that topic does so from an unbiased perspective,\" said Davis, a regional chapter chair for Moms for Liberty, a group whose members have protested mask and vaccine mandates and critical race theory. \"If it cannot be done without bias, then it should not be done.\"\u003c/p>\n\u003cp>But there is no way Dylan Huisken will avoid the topic in his middle school classroom in the Missoula, Montana, area town of Bonner. He plans to use the anniversary to teach his students to use their voice constructively by doing things like writing to lawmakers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Not addressing the attack,\" Huisken said, \"is to suggest that the civic ideals we teach exist in a vacuum and don't have any real-world application, that civic knowledge is mere trivia.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+are+on+the+front+lines+in+Jan.+6+culture+war&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58922/teachers-are-on-the-front-lines-in-jan-6-culture-war","authors":["byline_mindshift_58922"],"categories":["mindshift_192"],"tags":["mindshift_20533"],"featImg":"mindshift_58923","label":"mindshift"},"mindshift_58660":{"type":"posts","id":"mindshift_58660","meta":{"index":"posts_1591205157","site":"mindshift","id":"58660","score":null,"sort":[1635157023000]},"guestAuthors":[],"slug":"teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap","title":"Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ","publishDate":1635157023,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/jenniferlagarde/status/1227760800539930625\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ","status":"publish","parent":0,"modified":1635270635,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1727},"headData":{"title":"Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? - MindShift","description":"Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58660 https://ww2.kqed.org/mindshift/?p=58660","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/25/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap/","disqusTitle":"Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ","path":"/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1227760800539930625"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_21167","mindshift_951","mindshift_943","mindshift_21234"],"featImg":"mindshift_58677","label":"mindshift"},"mindshift_58221":{"type":"posts","id":"mindshift_58221","meta":{"index":"posts_1591205157","site":"mindshift","id":"58221","score":null,"sort":[1627976827000]},"guestAuthors":[],"slug":"down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism","title":"Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism","publishDate":1627976827,"format":"audio","headTitle":"Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/down-with-toxic-positivity/id1078765985?i=1000530854437\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MjhiZjI5ZjYtZjNiMi0xMWViLWFkZTYtZGYwYmEzMmU5YmEz?hl=en&ved=2ahUKEwi72fGNp__yAhWhNn0KHfbCBtQQjrkEegQIAhAF&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0jDFwHNPnvvDKtW7ubLcAT?si=rPHSDmXHRKiW8JyUmZ9Vuw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85853328&af_web_dp=https://www.stitcher.com/episode/85853328\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York-based English teacher Irene Yannascoli was already drained after jumpstarting distance learning in March 2020 and facing uncertain school plans for the fall. So when Irene had to come into school to have in-person meetings about whether or not school buildings would be reopening, she felt even more depleted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had a lot of concerns on a lot of levels: the condition of my old school building, [and] whether I was going to have the support or the PPE to do my job properly and safely,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What she had experienced was in stark contrast to the meeting’s tone: bright decorations, icebreaker questions and energetic affirmations about how hard the school and staff were working. They all seemed out of place in what had been an extremely challenging year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, her school leaders sat the staff down to watch Kelly McGonigal’s 2013 \u003c/span>\u003cspan style=\"font-weight: 400\">TED Talk entitled “\u003c/span>\u003ca href=\"https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en\">\u003cspan style=\"font-weight: 400\">How to Make Stress Your Friend.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” It’s a well-intentioned video about how reframing one’s mindset towards stress can lessen its negative effects on a person’s health. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to Yannascoli, these were all displays of toxic positivity – a phenomenon that was acute during the COVID-19 pandemic – in which people focus on the good and reject the bad in a way that is unrealistic and borders on gaslighting. Even though positivity and optimism are good things, many teachers, including Irene, were tired of being complimented while being told they have to do twice the work and risk their lives with almost no structural support. Irene wasn’t trying to criticize her administrator because she knew everyone was trying their best and no one was prepared for teaching during a pandemic. But she was concerned by this attention to mindset.* \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everything was framed in such an overwhelmingly positive way that I felt really alone and really unheard,” says Yannascoli. “I’m a senior person in the school and I was completely unable to lead because I couldn’t function in the framework that they had created.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These feelings aren’t necessarily new. Teachers typically fall into – or are forced into – the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">teacher martyr stereotype.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And studies have found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">Black and brown teachers are doubly burdened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are both dealing with their own grief and stress while showing up to support students of color who are disproportionately affected by the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toxic positivity can also harm students, according to Arlène Elizabeth Casimir, an elementary school teacher who taught in New Orleans in the aftermath of Hurricane Katrina and saw how blind optimism rolled down from teacher to classroom to student. “The way the teachers were being treated, that’s how they were treating kids,” says Casimir. “They were being told to be gracious with the kids, to understand what they’re going through, [but] it’s like that wasn’t being offered to them.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">“Tired, Stressed, Overwhelmed” \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One commonality between these two events is that teachers were told to ignore their emotions. However, those emotions can help teachers maintain their boundaries and keep toxic positivity at bay. Teachers and school leaders can develop strategies to ensure their staff are recognizing and navigating challenges in a way that promotes health and authentic healing for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Centering teachers’ emotions is a critical step that many schools miss in their focus on productivity and positivity, says consultant and educator Elena Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think there is no other conversation which has greater potential for freedom, for figuring out how we can serve kids, living the kind of lives we want to live, having the kinds of relationships we want to have than having that conversation about emotions,” says Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says emotions are educators’ “greatest untapped resource” because they provide information about growth areas and important boundaries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask a teacher, ‘How are you doing today’ or ‘How are you feeling?’ Eighty five or ninety percent of the time the response I hear is one of three words,” says Aguilar. “Tired, stressed, overwhelmed.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Aguilar those aren’t even words that describe a singular emotion. “Those are words that describe a whole ‘stew’ of emotions.” She says in this case, overwhelmed is the stew and its ingredients are sadness, frustration, emotional fatigue, confusion and fear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers can unpack the emotions in their “stew” they can be better informed to figure out what actions they want to take next. However, when strong emotions are at play it can be easy for someone to be reactive. To develop next steps that are aligned with their values, Aguilar recommends teachers ask themselves, “What action can I take in the moment that is one that I’m going to feel really good about tonight, in 10 years, when I retire?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By recognizing and understanding those emotions, teachers can be honest about what they’re up against while\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\"> exercising their influence and agency, according to Aguilar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That way, they can take action to advocate for the changes they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders also have an important role in helping teachers. Principals can make it a priority to check in with teachers during everyday interactions like walking down the hall. Instead of asking “How are you doing?” school leaders should make an effort to connect with teachers by asking deeper and more specific questions. For example, a school leader might say, “I know you had a rough week last week. What has been coming up for you?”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student-centered Learning to Meet Kids’ Needs\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Arlène Casimir was teaching during the aftermath of Hurricane Katrina, she experienced a school system that wanted teachers to put on a brave face for young students. It didn’t work. “And teachers were having nervous breakdowns. There was not a time to pause and witness what was happening to us,” says Casimir. “I often asked myself, ‘Who takes care of the caretakers? Who nurtures the nurturers?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Casimir focused on how taking care of herself enabled her to show up better for her students. She directed her attention towards “inner work,” namely cultivating her core values of integrity and authenticity. She examined how her lived experience, culture and past school experiences shape the way that she shows up in the classroom. Instead of trying to ignore her experiences or sidestep her values, she paid attention to the ways that they aligned with community needs. She asked herself “Where do I need to get a better understanding or make adjustments?” and “Where are my students affirming those core values? And where are they challenging them?”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58224\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58224 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg\" alt=\"\" width=\"800\" height=\"413\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1020x526.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-160x83.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-768x396.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1536x792.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student from Casimir’s class writes about how they will bring about their vision for the community. Courtesy of Arlène Elizabeth Casimir\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Casimir was a student and there was a disaster or tragedy reported in the news, she remembers feeling as if there was no space to grieve or process in the classroom, so she made sure her students felt as if they could be honest about their experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot that we can learn from kids as adults,” she says. “We can use our experience and wisdom from being an adult to help children process, learn from and notice all that they bring to the table.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Civic Education and Healing\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how toxic positivity can overlook the real experiences teachers are having, \u003c/span>\u003cspan style=\"font-weight: 400\">for students, that can look like character education – such as grit, optimism, self control, curiosity and gratitude – especially when they’re disproportionately pushed on Black and brown children, according to educator and author \u003ca href=\"https://bettinalove.com/\">Dr. Bettina Love\u003c/a>. In her book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/622408/we-want-to-do-more-than-survive-by-bettina-love/\">We Want To Do More Than Survive,\u003c/a>” Love says that having good character isn’t a bad thing, but it can be when it becomes a tool to enforce compliance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to recognize and sidestep these harmful practices, Dr. Love promotes abolitionist teaching, which encourages young people to participate in civics education, because for too long, schools have been failing many children, specifically Black and brown students, who are erased in curricula and\u003c/span>\u003ca href=\"https://www.edweek.org/leadership/black-students-bear-uneven-brunt-of-discipline-data-show/2018/05\">\u003cspan style=\"font-weight: 400\"> disciplined at higher rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A robust civics education should include discussion focused on current events, opportunities for students to participate in school government, history, law, economics and geography,” writes Love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way abolitionist teaching is taking shape is at \u003c/span>\u003ca href=\"https://www.wokekindergarten.org/\">\u003cspan style=\"font-weight: 400\">Ki Gross’s Woke Kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based on their experiences as a kindergarten teacher in New York. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://https://www.youtube.com/watch?v=HUR3p4c4OTI\">http://https://www.youtube.com/watch?v=HUR3p4c4OTI\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2016, Gross’s kindergarten class took to the halls of their school to protest the results of the 2016 election. Inspired by Audrey Faye, the Civil Rights Movement’s youngest marcher, they made signs with popsicle sticks and cardstock and walked up all seven floors of their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students felt that issues directly affecting their families like immigration and healthcare were hanging in the balance. Gross made space for them to air out their concerns by taking action. Civic action practices like a march through the halls of a school are empowering because it shows students that they aren’t just victims of their circumstance, according to Gross. They have an important role to play in shaping their own futures and creating a more just world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of abolition is really about thriving, not about just survival anymore,” says Gross about how abolitionist teaching practices empower students to get active if they feel something is unjust. “Existing in survivalist mode really gets you thinking about the trauma. But when you’re thinking about thriving, you’re thinking about the healing.” Gross specifically focuses on uplifting counternarratives for Black, brown, queer and trans students. “Because our stories are not just stories of death and hurt and pain. In actuality, our stories are that of brilliance and joy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woke Kindergarten is also an abolitionist teaching resource where teachers can get curriculum advice and consulting help, especially to help with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">\u003cspan style=\"font-weight: 400\">the tough conversations that adults are often too nervous to have with children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Gross, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">discussions about power, privilege\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or disheartening events need to be paired with healing and civic action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s important here is that we don’t stay in that sadness. We make space for that sadness to exist,” says Gross. Acknowledging emotions – even if the emotion is sadness – might even provide a roadmap for how to create conditions for actual positivity.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>*Editors note: This article was updated to include more information about Yannascoli’s experience in school. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Toxic positivity isn’t doing students or teachers any favors. Educators provide helpful tips on how to authentically listen to emotions and promote student wellbeing through civic education.","status":"publish","parent":0,"modified":1700528743,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1934},"headData":{"title":"Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism | KQED","description":"Toxic positivity isn’t doing students or teachers any favors. Educators provide helpful tips on how to authentically listen to emotions and promote student wellbeing through civic education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Toxic positivity isn’t doing students or teachers any favors. Educators provide helpful tips on how to authentically listen to emotions and promote student wellbeing through civic education."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5026206656.mp3?updated=1627928593","path":"/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/down-with-toxic-positivity/id1078765985?i=1000530854437\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MjhiZjI5ZjYtZjNiMi0xMWViLWFkZTYtZGYwYmEzMmU5YmEz?hl=en&ved=2ahUKEwi72fGNp__yAhWhNn0KHfbCBtQQjrkEegQIAhAF&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0jDFwHNPnvvDKtW7ubLcAT?si=rPHSDmXHRKiW8JyUmZ9Vuw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85853328&af_web_dp=https://www.stitcher.com/episode/85853328\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York-based English teacher Irene Yannascoli was already drained after jumpstarting distance learning in March 2020 and facing uncertain school plans for the fall. So when Irene had to come into school to have in-person meetings about whether or not school buildings would be reopening, she felt even more depleted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had a lot of concerns on a lot of levels: the condition of my old school building, [and] whether I was going to have the support or the PPE to do my job properly and safely,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What she had experienced was in stark contrast to the meeting’s tone: bright decorations, icebreaker questions and energetic affirmations about how hard the school and staff were working. They all seemed out of place in what had been an extremely challenging year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, her school leaders sat the staff down to watch Kelly McGonigal’s 2013 \u003c/span>\u003cspan style=\"font-weight: 400\">TED Talk entitled “\u003c/span>\u003ca href=\"https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en\">\u003cspan style=\"font-weight: 400\">How to Make Stress Your Friend.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” It’s a well-intentioned video about how reframing one’s mindset towards stress can lessen its negative effects on a person’s health. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to Yannascoli, these were all displays of toxic positivity – a phenomenon that was acute during the COVID-19 pandemic – in which people focus on the good and reject the bad in a way that is unrealistic and borders on gaslighting. Even though positivity and optimism are good things, many teachers, including Irene, were tired of being complimented while being told they have to do twice the work and risk their lives with almost no structural support. Irene wasn’t trying to criticize her administrator because she knew everyone was trying their best and no one was prepared for teaching during a pandemic. But she was concerned by this attention to mindset.* \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everything was framed in such an overwhelmingly positive way that I felt really alone and really unheard,” says Yannascoli. “I’m a senior person in the school and I was completely unable to lead because I couldn’t function in the framework that they had created.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These feelings aren’t necessarily new. Teachers typically fall into – or are forced into – the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">teacher martyr stereotype.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And studies have found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">Black and brown teachers are doubly burdened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are both dealing with their own grief and stress while showing up to support students of color who are disproportionately affected by the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toxic positivity can also harm students, according to Arlène Elizabeth Casimir, an elementary school teacher who taught in New Orleans in the aftermath of Hurricane Katrina and saw how blind optimism rolled down from teacher to classroom to student. “The way the teachers were being treated, that’s how they were treating kids,” says Casimir. “They were being told to be gracious with the kids, to understand what they’re going through, [but] it’s like that wasn’t being offered to them.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">“Tired, Stressed, Overwhelmed” \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One commonality between these two events is that teachers were told to ignore their emotions. However, those emotions can help teachers maintain their boundaries and keep toxic positivity at bay. Teachers and school leaders can develop strategies to ensure their staff are recognizing and navigating challenges in a way that promotes health and authentic healing for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Centering teachers’ emotions is a critical step that many schools miss in their focus on productivity and positivity, says consultant and educator Elena Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think there is no other conversation which has greater potential for freedom, for figuring out how we can serve kids, living the kind of lives we want to live, having the kinds of relationships we want to have than having that conversation about emotions,” says Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says emotions are educators’ “greatest untapped resource” because they provide information about growth areas and important boundaries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask a teacher, ‘How are you doing today’ or ‘How are you feeling?’ Eighty five or ninety percent of the time the response I hear is one of three words,” says Aguilar. “Tired, stressed, overwhelmed.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Aguilar those aren’t even words that describe a singular emotion. “Those are words that describe a whole ‘stew’ of emotions.” She says in this case, overwhelmed is the stew and its ingredients are sadness, frustration, emotional fatigue, confusion and fear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers can unpack the emotions in their “stew” they can be better informed to figure out what actions they want to take next. However, when strong emotions are at play it can be easy for someone to be reactive. To develop next steps that are aligned with their values, Aguilar recommends teachers ask themselves, “What action can I take in the moment that is one that I’m going to feel really good about tonight, in 10 years, when I retire?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By recognizing and understanding those emotions, teachers can be honest about what they’re up against while\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\"> exercising their influence and agency, according to Aguilar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That way, they can take action to advocate for the changes they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders also have an important role in helping teachers. Principals can make it a priority to check in with teachers during everyday interactions like walking down the hall. Instead of asking “How are you doing?” school leaders should make an effort to connect with teachers by asking deeper and more specific questions. For example, a school leader might say, “I know you had a rough week last week. What has been coming up for you?”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student-centered Learning to Meet Kids’ Needs\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Arlène Casimir was teaching during the aftermath of Hurricane Katrina, she experienced a school system that wanted teachers to put on a brave face for young students. It didn’t work. “And teachers were having nervous breakdowns. There was not a time to pause and witness what was happening to us,” says Casimir. “I often asked myself, ‘Who takes care of the caretakers? Who nurtures the nurturers?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Casimir focused on how taking care of herself enabled her to show up better for her students. She directed her attention towards “inner work,” namely cultivating her core values of integrity and authenticity. She examined how her lived experience, culture and past school experiences shape the way that she shows up in the classroom. Instead of trying to ignore her experiences or sidestep her values, she paid attention to the ways that they aligned with community needs. She asked herself “Where do I need to get a better understanding or make adjustments?” and “Where are my students affirming those core values? And where are they challenging them?”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58224\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58224 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg\" alt=\"\" width=\"800\" height=\"413\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1020x526.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-160x83.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-768x396.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1536x792.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student from Casimir’s class writes about how they will bring about their vision for the community. Courtesy of Arlène Elizabeth Casimir\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Casimir was a student and there was a disaster or tragedy reported in the news, she remembers feeling as if there was no space to grieve or process in the classroom, so she made sure her students felt as if they could be honest about their experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot that we can learn from kids as adults,” she says. “We can use our experience and wisdom from being an adult to help children process, learn from and notice all that they bring to the table.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Civic Education and Healing\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how toxic positivity can overlook the real experiences teachers are having, \u003c/span>\u003cspan style=\"font-weight: 400\">for students, that can look like character education – such as grit, optimism, self control, curiosity and gratitude – especially when they’re disproportionately pushed on Black and brown children, according to educator and author \u003ca href=\"https://bettinalove.com/\">Dr. Bettina Love\u003c/a>. In her book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/622408/we-want-to-do-more-than-survive-by-bettina-love/\">We Want To Do More Than Survive,\u003c/a>” Love says that having good character isn’t a bad thing, but it can be when it becomes a tool to enforce compliance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to recognize and sidestep these harmful practices, Dr. Love promotes abolitionist teaching, which encourages young people to participate in civics education, because for too long, schools have been failing many children, specifically Black and brown students, who are erased in curricula and\u003c/span>\u003ca href=\"https://www.edweek.org/leadership/black-students-bear-uneven-brunt-of-discipline-data-show/2018/05\">\u003cspan style=\"font-weight: 400\"> disciplined at higher rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A robust civics education should include discussion focused on current events, opportunities for students to participate in school government, history, law, economics and geography,” writes Love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way abolitionist teaching is taking shape is at \u003c/span>\u003ca href=\"https://www.wokekindergarten.org/\">\u003cspan style=\"font-weight: 400\">Ki Gross’s Woke Kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based on their experiences as a kindergarten teacher in New York. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://https://www.youtube.com/watch?v=HUR3p4c4OTI\">http://https://www.youtube.com/watch?v=HUR3p4c4OTI\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2016, Gross’s kindergarten class took to the halls of their school to protest the results of the 2016 election. Inspired by Audrey Faye, the Civil Rights Movement’s youngest marcher, they made signs with popsicle sticks and cardstock and walked up all seven floors of their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students felt that issues directly affecting their families like immigration and healthcare were hanging in the balance. Gross made space for them to air out their concerns by taking action. Civic action practices like a march through the halls of a school are empowering because it shows students that they aren’t just victims of their circumstance, according to Gross. They have an important role to play in shaping their own futures and creating a more just world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of abolition is really about thriving, not about just survival anymore,” says Gross about how abolitionist teaching practices empower students to get active if they feel something is unjust. “Existing in survivalist mode really gets you thinking about the trauma. But when you’re thinking about thriving, you’re thinking about the healing.” Gross specifically focuses on uplifting counternarratives for Black, brown, queer and trans students. “Because our stories are not just stories of death and hurt and pain. In actuality, our stories are that of brilliance and joy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woke Kindergarten is also an abolitionist teaching resource where teachers can get curriculum advice and consulting help, especially to help with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">\u003cspan style=\"font-weight: 400\">the tough conversations that adults are often too nervous to have with children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Gross, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">discussions about power, privilege\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or disheartening events need to be paired with healing and civic action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s important here is that we don’t stay in that sadness. We make space for that sadness to exist,” says Gross. Acknowledging emotions – even if the emotion is sadness – might even provide a roadmap for how to create conditions for actual positivity.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>*Editors note: This article was updated to include more information about Yannascoli’s experience in school. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20533","mindshift_20925","mindshift_21278","mindshift_20852","mindshift_21398","mindshift_20716"],"featImg":"mindshift_58234","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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