Marieke van Woerkom
Students share their thoughts and feelings in the wake of the Pittsburgh synagogue massacre, view and discuss a video about hate crimes, and hear the voices of religious and community leaders who are standing up against hate.
By examining and discussing text, tweets, and images, students consider why a caravan of people are leaving their homes in Central America and heading north.
Students read one high school senior’s perspective on what teenagers are learning from the Kavanaugh hearings, and share their own perspectives.
Students consider the term "Ubuntu," and the ways in which we are all connected, then discuss some of the news this summer (via tweets), and how these events affect us.
Students discuss Aretha Franklin, the "Queen of Soul," listen to her recording of the song "Respect," and consider how to ensure that everyone is respected in the classroom.
A restorative conversation can turn a student’s problematic behavior into a teachable moment.
In communicating with students, focus on the behavior you want to see and encourage, not the off-task or disruptive behavior you want to stop.
Students view and discuss the viral video of two black men being handcuffed and walked out of a Philadelphia Starbucks by six police officers in April 2018. Students consider the accounts of eyewitnesses, as well as an account by the two men who were arrested, and discuss what "racial profiling" means.
Edna Chavez, a 17-year-old senior from South Los Angeles, made an impassioned speech about gun violence at the student led March for Our Lives in March 2018. In this lesson, students learn some background about South L.A. and consider Chavez's speech, which puts gun violence in a larger societal context.
How can activists - including young people who are organizing against gun violence - sustain themselves for the long haul? In this activity, students consider quotes from activists of all ages about their self care strategies.
In small and large groups, students read media quotes and reflect on some of the successes that young people have booked in building a movement to end gun violence.
In this activity, structured as a circle, students reflect on memories, quotes, and photos from the massive student-led March for Our Lives on Saturday, March 24, 2018.
Students explore the connections between young people in Florida campaigning for gun reform and youth leaders in Black Lives Matter – and consider why the media has focused so much less attention on the latter.
In this activity, students construct a timeline of youth activism, and consider how the students who are organizing against gun violence in the aftermath of the shooting at Marjory Stoneman Douglas High School are part of a long history of youth organizing for justice, including for civil rights and immigrant rights.
After 17 people were killed in a school shooting in Parkland, FL, students turned their grief over the loss of their classmates into actions that galvanized the nation. In this activity, participants hear the voices of the Parkland students, and consider the variety of ways they are trying to make change.
Students learn about a few of the thousands of people who have fled Puerto Rico after Hurricane Maria. In small groups, students discuss their stories and consider how they may be feeling about what has happened. This companion lesson has students explore the climate refugee crisis worldwide.
This activity uses a circle format to engage students in sharing their thoughts and reactions to the Weinstein case, using tweets from a variety of sources. A backgrounder and optional student reading helps inform the discussion.
Students hear the performance of Lin–Manuel Miranda's song "Almost Like Praying," a benefit for the people of Puerto Rico after Hurricane Maria devastated the island. Students discuss the song, see a video about how others have responded to the ongoing crisis in Puerto Rico, and consider how they might use their own talents and strengths to help.
In this activity, students watch a video about responses to the Trump administration’s decision to roll back this Obama–era program, which has allowed young undocumented immigrants to stay in the country. Students then read and discuss a variety of opinions about the decision.
This lesson begins with activities aimed at creating a sense of community among your students at the beginning of the school year. It also includes an exploration of issues in the news over the summer, and helps students consider how these issues are connected to their own lives and community.
Students continue the exploration they began in Part 1 of what happened after a mosque in Fort Smith, Arkansas, was defaced. In Part 2, students learn about and discuss the aftermath of the event, which included an informal restorative process. The lesson is based on this New York Times story by Sabrina Tavernise.
In this activity, students consider what happened after a mosque in Fort Smith, Arkansas, was defaced. They explore the personal stories of people in the community, including those targeted by the attack, through information gleaned from this New York Times story by Sabrina Tavernise about the incident and its aftermath. In Part 2 of this series, students learn about and discuss the aftermath of the event, which included an informal restorative process.
Following the violent rally by white supremacists in Charlottesville, this activity has students read, consider and discuss quotes about the presence of white supremacist symbols across our country, what the symbols represent, and what we should do about them.
After upsetting events like those in Charlottesville, it's important for people to be able to share their feelings, talk, and be heard, in a supportive environment. This activity, which includes a backgrounder for the teacher, has students share their reflections in a circle.
The other day I was asked about a situation that an advisor and her group of 10th graders had been struggling with all year.
While the advisor was relatively new to the school, the students had been there for years and were familiar with the expectation of weekly circles. Yet whenever it was time for circle, students pushed back, insisting on doing their homework instead. As one student argued: "Colleges only look at our core classes, so we have to work on getting our GPA up instead."
Students reflect on the way their advisory or class has worked together and consider the values that are most important to them as a group now and going forward.
Recently in a circle, we had a very “heavy” sharing. I was struggling to balance respectfully listening and appreciating participants' sharing and reflections. Then it got even heavier. When the talking piece got back to me, I acknowledged the heaviness in the room and suggested that we reflect on the hopes and expectations and the positive values/gifts they added to the centerpiece earlier. Do you have any other ideas?
Students consider their own identities and hear the voices of transgender people discussing their different identities, as well as challenges they face.