DEI Curriculum

Teaching Tolerance Anti-Bias Framework

ADL Anti Bias Curriculum Guides

Exploring a Curriculum That Is International
Here are some great pages FULL of many resources to continue promoting cultural diversity in your class throughout the year:

The Choices Program at Brown University

Teaching young children about bias, diversity, etc
Survey reveals slavery is so inadequately taught in schools that students don’t even understand it
Inclusion and Diversity in Education: Guidelines for Inclusion & Diversity in Schools
Teaching for Black Lives: Developing an Anti-Racist Pedagogy
Diverse Books in Your Classroom
A Better Way to Teach the Civil Rights Movement
Windows & Mirrors: Why we need diverse books
Privilege Walk Lesson Plan
The Privilege Walk
Why I Don’t Do Privilege Walks Anymore
Why “the Privilege Line” is a Frustratingly Unfinished Exercise (and how to make it better….maybe)
PODER: Reimagining the Privilege Line Exercise
The Privilege Walk: Towards an Alternative Model Not Rooted in Pain
Why the Language We Use About Learning Determines Inclusivity
A Better Way to Teach the Civil Rights Movement
Sharing Immigrant Stories in the Classroom
How Social Studies Can Help Young Kids Make Sense of the World

How to Make a Civics Education Stick

This Teacher Used Bandaids to Show the Difference Between Equity and Equality

What is a Social Justice Education Anyways?

These are two tools (TT Toolkit_Shifting Out_Critical Literacy for Historical Thinking) that we are currently using as we audit our resources. We are having teachers start “small” with their annual reads. So, for example if G4 has 4 books they use for lit circles – we are starting with those vs. tackling the entire classroom library.
In addition to this – we’re having teachers begin to use the anti-bias framework as a lens to review currently existing units (mainly social studies). They are starting by writing 4 essential questions for each unit that connect with the domains – identity, diversity, justice, action.
All of this work is taking place during full faculty meetings – so we are building in time for teams to work on these things. We all start together and frame the meeting in terms of what we want them to accomplish. Then they break off, do the work and come back to share out at the end of meeting. For example, we had each team bring a book to audit. At another meeting, we had teams bring a unit to work on essential questions for.