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Grades Curriculum

Navigating the Conversation

Younger: 3-5 Connection
Long ago OR far away (but not both) Children begin by
gaining mastery Long ago: members of
Ex: Discussing Csar Chvez when passing a farm or buying grapes. of key academic
our community
skills and
Projects should be process oriented - actions add up. grappling with Far away (current
fairness and
events connected to
Ex: What can we do in our daily lives that makes a difference? ethical behavior
(Why are there poor
community studies)
people? or We
Give students space to consider conversations that are never get to do Patterns of inequity
unresolved anything.). across time within our
Ex: I agree that its unfair. Lets think about this and talk tonight. Eleven marks the
beginning of
Patterns of inequality in
Older: adolescence,
current events around
when frustration
Build upon the language of being an accountable ally comes easily and
the world
yet more rigorous
Ex: Examining intent vs. impact, discussing speaking up, not over. academic tasks Older:
can be inwardly
cherished as a Immigration: the role of
Help is really help when youve asked people what they power in determining
need whose needs are met
Ex: Interview people with a common identity facet & determine needs.
Movements of social
Talk about historical events and connect themes to change
current events Allies in history
Ex: What other times in history does the Womens March remind you of?

Adapted from Yardsticks by Chip Wood, Children, Race and Racism: How Race Awareness Develops by Louise Derman-Sparks, Carol Tanaka Higa, and Bill Sparks and Perspectives for a Diverse America by Teaching Tolerance
I know that all my group I have accurate, respectful words
I know and like who I am and can I like knowing people who
identities are part of who I to describe how I am similar to
talk about my family and myself are like me and different
am, but none of them fully and different from people who
and describe our various group from me, and I treat each
describes me and this is share my identities and those
identities. person with respect.
true for other people too. who have other identities.

I know about my family history and I can feel good about my I feel connected to other I know that the way groups of
culture and about current and past identity without making people and know how to people are treated today, and
contributions of people in my main someone else feel badly talk, work and play with the way they have been treated
identity groups. about who they are. others even when we are in the past, is a part of what
different or disagree. makes them who they are.
I know my family and I do things the
same as and different from other people and groups, I want to know more about other peoples lives and experiences,
and I know how to use what I learn from home, and I know how to ask questions
school and other places that matter to me. Grades respectfully and listen carefully and non-judgmentally.

I know that words, behaviors, I try and get to know people

3-5 I pay attention to how
people (including myself )
I know its important for me to
rules and laws that treat as individuals because I know stand up for myself and for others,
are treated, and I try to
people unfairly based on their it is unfair to think all people and I know how to get help if I
treat others how I like to
group identities cause real in a shared identity group are need ideas on how to do this.
be treated.
harm. the same.
I will speak up or do I will work with my friends and
I know that life is easier for I know when people are something when I see family to make our school and
some people and harder for treated unfairly, and I can give unfairness, and I will not let community fair for everyone, and
others based on who they are examples of prejudice words, others convince me to go we will work hard and cooperate
and where they were born. pictures and rules. along with injustice. in order to achieve our goals.

I know about the actions of people and groups I know some ways to interfere if someone is being
who have worked throughout history to bring hurtful or unfair, and will do my part to show respect
more justice and fairness to the world. even if I disagree with someones words or behavior.

Adapted from Perspectives for a Diverse America by Teaching Tolerance