Grade Twelve Social Studies
Students will develop an understanding and knowledge on Perspectives on Globalization with a focus on four main questions: 1) To what extent should ideology be the foundation of identity? 2) To what extent is resistance to liberalism justified? 3) To what extent are the principles of liberalism viable? 4) To what extent should my actions as a citizen be shaped by an ideology?
1) To what extent should ideology be the foundation of identity?
Latinx Deaf Talent
Depicts the behind the scenes of a Latinx Deaf Talent Photo Shoot in which several deaf individuals gather to share their talent and creativity. Melissa Elmira Yingst interviews the participants to further understand the importance of Latinx and deaf talent.
Latinx Deaf Talent
Depicts the behind the scenes of a Latinx Deaf Talent Photo Shoot in which several deaf individuals gather to share their talent and creativity. Melissa Elmira Yingst interviews the participants to further understand the importance of Latinx and deaf talent.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Can be viewed as part of a discussion around the importance of representation and diversity - Accessibility:
- Accessible for hard of hearing and nonverbal with closed captioning and ASL available
- No descriptive captioning available for visually impaired students
Tamales - Labour of Love
Melissa Elmira Yingst shares how making tamales for Christmas Eve are truly a labor of love in Mexican households.
Melissa Elmira Yingst shares how making tamales for Christmas Eve are truly a labor of love in Mexican households.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View to discuss traditions, culture and identity - Accessibility:
- Accessible for hard of hearing and nonverbal with closed captioning and ASL available
- No descriptive captioning available for visually impaired students
Standing Up to a Racist Bully
In this story, Sapphire shares the torment she went through when a school bully wouldn't leave her alone. She hated school because of it. It made friends and class time unbearable. He bullied her because of her skin color. He was a racist and picked on her for days. His bullying bothered her so much that she tried to change herself, make herself look different, disguise herself.
In this story, Sapphire shares the torment she went through when a school bully wouldn't leave her alone. She hated school because of it. It made friends and class time unbearable. He bullied her because of her skin color. He was a racist and picked on her for days. His bullying bothered her so much that she tried to change herself, make herself look different, disguise herself.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.8: Analyze collectivism as a foundation of ideology (principles of collectivism: collective responsibility, collective interest, cooperation, economic equality, adherence to collective norms, public property) - Suggested use:
- View as a class to discuss how you can be an ally and to stand up to bullies
- You can also look at how people can be classified by just their culture but there are many aspects to a person's identity - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Uncomfortable with My Skin Color
Ever since Sydney was a little girl she felt uncomfortable in her own skin. All the tv shows and magazines she saw showed people with white and brown and light black skin, but none of them showed people that looked like her, that had dark black skin. She was made fun of and teased (and even bullied for her skin color) about the color of her skin by classmates at school, by friends, at the beauty salon, and even by her own family. The called her names and made her feel different than everyone else, even though, of course, inside she was just the same.
Ever since Sydney was a little girl she felt uncomfortable in her own skin. All the tv shows and magazines she saw showed people with white and brown and light black skin, but none of them showed people that looked like her, that had dark black skin. She was made fun of and teased (and even bullied for her skin color) about the color of her skin by classmates at school, by friends, at the beauty salon, and even by her own family. The called her names and made her feel different than everyone else, even though, of course, inside she was just the same.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View at the beginning of the semester as you get into understanding how identity plays a role in each individuals life
- Discuss how this student felt at school and how she believe her skin dictated how others saw her and how it tied into what she believed her identity was
- At the end she comments on how your appearance does not define you and she is very inclusive in the ways that teenagers may feel defines who they are
- As you build a relationship with the students you can have them create an exit slip with something that they believed used to define them and how they have grown to accept their identity; For instance, it could be skin colour, family traditions, clothing choices, sports they play and so on
- If students can not find something that they have been challenged to accept in themselves you can talk about they should consider themselves lucky and have them create a goal and write down one things that they will accept of other people no matter what because it does not dictate who they are and define them - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Scared of the Man Sitting Next to Me
Shir Levi is an amazing, dynamic, and soulful YouTuber and storyteller who lives in Israel and who, on her channel, tries to share everything she learns on her journey through life. Shir remembers so clearly, when she was twelve years old, watching the live television broadcast of the planes flying into the World Trade Center in New York City on September 11, 2001 (9/11). Those terrible moments had such an impact on her, planting such fear and uncertainty inside of her, haunting her. And she remembers the stories in the newspapers that came out after 9/11, with pictures of the suspected terrorists.
Shir Levi is an amazing, dynamic, and soulful YouTuber and storyteller who lives in Israel and who, on her channel, tries to share everything she learns on her journey through life. Shir remembers so clearly, when she was twelve years old, watching the live television broadcast of the planes flying into the World Trade Center in New York City on September 11, 2001 (9/11). Those terrible moments had such an impact on her, planting such fear and uncertainty inside of her, haunting her. And she remembers the stories in the newspapers that came out after 9/11, with pictures of the suspected terrorists.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- View as a class to discuss how the media has an influence on how we perceive others
- Talk about the bias that can be present in different media outlets and the need to find sources from a variety of perspectives and from around the world
- This could lead into a conversation about current events and the need to hear both sides of a story to help establish your position - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Disrespected for Wearing a Hijab
It is hard and scary enough to start at a new school, and even harder when you're just entering high school, but for Ammaarah it was tougher still - she was the only girl in her school who wore a hijab. She was scared, and nervous, and really felt like she stood out - just different - and she was afraid that people would question her, or look at her strangely. But, to her surprise and delight, they didn't. Everyone seemed to accept her, and she started to feel comfortable.
It is hard and scary enough to start at a new school, and even harder when you're just entering high school, but for Ammaarah it was tougher still - she was the only girl in her school who wore a hijab. She was scared, and nervous, and really felt like she stood out - just different - and she was afraid that people would question her, or look at her strangely. But, to her surprise and delight, they didn't. Everyone seemed to accept her, and she started to feel comfortable.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View to discuss the vocabulary and in particular accommodations and multiculturalism - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Black Deaf History - Joseph Sarpy
Joseph Sarpy reminisces his early years as the first deaf theatre actor. He discusses his passion for theatre, and how he slowly began to notice other deaf artists succeeding in the art. The whole video is presented in ASL (American Sign Language) and captioned.
Joseph Sarpy reminisces his early years as the first deaf theatre actor. He discusses his passion for theatre, and how he slowly began to notice other deaf artists succeeding in the art. The whole video is presented in ASL (American Sign Language) and captioned.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Connects to identity and can be viewed as part of a further discussion - Accessibility:
- Accessible for hard of hearing and nonverbal with closed captioning and ASL available
- No descriptive captioning available for visually impaired students
I Am NOT A Terrorist!
It's hard to feel different, and to dress differently - to wear a burka or a hijab - and these days, with so much fear about terrorism - it has become hard sometimes to be a Muslim. There is a lot of discrimination, and kids at school can often be the meanest, treating others badly, cursing and swearing at them, calling them names, bullying them, beating them up, even calling them terrorists. Aneeka, a student, was a victim to all of this - she was called names, left out of sports, even kicked and laughed at in school - all because of her religion, because she follows the Islamic faith.
It's hard to feel different, and to dress differently - to wear a burka or a hijab - and these days, with so much fear about terrorism - it has become hard sometimes to be a Muslim. There is a lot of discrimination, and kids at school can often be the meanest, treating others badly, cursing and swearing at them, calling them names, bullying them, beating them up, even calling them terrorists. Aneeka, a student, was a victim to all of this - she was called names, left out of sports, even kicked and laughed at in school - all because of her religion, because she follows the Islamic faith.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View as a class to discuss the vocabulary in particular marginalization, assimilation, hybridization, as well as ethnocentric views - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
The History of Braids & Bans on Black Hair
Braids and other traditionally Black hairstyles have been banned in the military, schools, and the workplace — but they're also championed as a symbol of celebration. Here's a look at the history of Black hairstyles and the evolution of the natural hair movement in America.
Braids and other traditionally Black hairstyles have been banned in the military, schools, and the workplace — but they're also championed as a symbol of celebration. Here's a look at the history of Black hairstyles and the evolution of the natural hair movement in America.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View to discuss the vocabulary and the importance of cultural revitalization
- View when looking at the effects of colonization and ethnocentric views on other people's values, culture and history and the legacies left behind - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Black Mother, Black Daughter
Black Mother, Black Daughter explores the lives and experiences of Black women in Nova Scotia, their contributions to the home, the church and the community and the strengths they pass on to their daughters.
Black Mother, Black Daughter explores the lives and experiences of Black women in Nova Scotia, their contributions to the home, the church and the community and the strengths they pass on to their daughters.
- Curriculum connection:
- 1.6: Explore themes of ideologies (nation, class, relationship to land, environment, religion, progressivism)
- 1.9: Analyze the dynamic between individualism and common good in contemporary societies - Suggested use:
- View to discuss cultural revitalization and the legacies of historical globalization (Canadian specific connection) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Ayman
His Sudanese, Muslim heritage has meant more attention at American borders, but being born in America also makes him a foreigner in Sudan.
His Sudanese, Muslim heritage has meant more attention at American borders, but being born in America also makes him a foreigner in Sudan.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Current events and understanding different perspectives
- Understanding identity - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Wendy
Back in middle school, her classmates made it clear that her Chinese appearance made her different. That experience has been repeated throughout her life.
Back in middle school, her classmates made it clear that her Chinese appearance made her different. That experience has been repeated throughout her life.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Current events and understanding different perspectives
- Understanding identity - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Russell
For a black immigrant family from Panama, highly aware of the African-American struggle, the election of Barack Obama seemed impossible. When it happened, it was a moment of profound joy.
For a black immigrant family from Panama, highly aware of the African-American struggle, the election of Barack Obama seemed impossible. When it happened, it was a moment of profound joy.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Current events and understanding different perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Roy
His friends in school said he wasn't American. His mother said his family in Mexico would treat him like a tourist. He wanted to prove everyone wrong.
His friends in school said he wasn't American. His mother said his family in Mexico would treat him like a tourist. He wanted to prove everyone wrong.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Current events and understanding different perspectives
- Understanding identity - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Armando
Horsing around with white friends in a parking lot as a teenager, only one person got singled out.
Horsing around with white friends in a parking lot as a teenager, only one person got singled out.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Connections to current events and alternative perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Racist Objects: The Activist
A Native American's decades-long struggle against a baseball team's racist logo.
A Native American's decades-long struggle against a baseball team's racist logo.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.4: Examine historic and contemporary expressions of individualism and collectivism - Suggested use:
- View alongside the study of the unit vocabulary and in particular cultural revitalization and assimilation - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Racist Objects: The Seller
Racist objects are a source of income, and difficulty, at a family auction house in Texas.
Racist objects are a source of income, and difficulty, at a family auction house in Texas.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.4: Examine historic and contemporary expressions of individualism and collectivism - Suggested use:
- View to understand the effects of colonization and the legacies that could be left behind - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation With Latinos on Race
In this short documentary, Latinos grapple with defining their ethnic and racial identities.
In this short documentary, Latinos grapple with defining their ethnic and racial identities.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View to understand identity and how people connect to their identity - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation With Police on Race
In this short documentary, former officers share their thoughts on policing and race in America.
In this short documentary, former officers share their thoughts on policing and race in America.
- Curriculum connection:
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future)
- 1.9: Analyze the dynamic between individualism and common good in contemporary societies - Suggested use:
- View to build understanding of different perspectives and the biases that may exist and especially in relation to current events
- Can link this to ethnocentric and Eurocentric views of others and the legacies that are left behind from colonization
- After viewing you can create a writing task or have a discussion about something that you have learned from listening to these perspectives, something that you are reminded about and/or something that you think is important to emphasize that you wish everyone would know and understand
- Suggested to watch alongside the other 'Conversations with' New York Times documentaries - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation With Black Women on Race
In this short documentary, black women talk about the challenges they face in society.
In this short documentary, black women talk about the challenges they face in society.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- View to build understanding of different perspectives and the biases that may exist and especially in relation to current events
- Can link this to ethnocentric and Eurocentric views of others and the legacies that are left behind from colonization
- After viewing you can create a writing task or have a discussion about something that you have learned from listening to these perspectives, something that you are reminded about and/or something that you think is important to emphasize that you wish everyone would know and understand
- Suggested to watch alongside the other 'Conversations with' New York Times documentaries - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation With Asian Americans About Race
Asian-Americans confront stereotypes about their community.
Asian-Americans confront stereotypes about their community.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.6: Explore themes of ideologies (nation, class, relationship to land, environment, religion, progressivism) - Suggested use:
- Explains unit vocabulary and in particular assimilation, cultural revitalization, hybridization and ethnocentric views
- Discuss and understand the different ways that someone's identity can be labelled by a variety of aspects (Please be aware that derogatory terms are used which may offend some students)
- After looking at the historical legacies of globalization the students can discuss the way that individuals in a globalized world have a responsibility to ensure cultures and differences are celebrated (This is a further look at the immigrant experience and the legacies of those families for future generations) - Accessibility:
- No captions available, accommodations needed
My Friends Made Hateful Jokes Because I Was Jewish
Growing up Cian was always the "different" kid. The reason he was so unique was that he was the only Jewish kid living in an almost totally Christian town. There were only three Jews in the entire middle school of six hundred students. That's about zero point three percent. Of course, everyone knew that Cian was Jewish, and most everyone was totally cool with it, even if they didn't really understand it. He had lots of friends and a whole group of best friends in his class, but there were those kids, and those times, when he was the on the receiving end of some really insulting and awful anti-semitic jokes, Holocaust jokes and worse.
Growing up Cian was always the "different" kid. The reason he was so unique was that he was the only Jewish kid living in an almost totally Christian town. There were only three Jews in the entire middle school of six hundred students. That's about zero point three percent. Of course, everyone knew that Cian was Jewish, and most everyone was totally cool with it, even if they didn't really understand it. He had lots of friends and a whole group of best friends in his class, but there were those kids, and those times, when he was the on the receiving end of some really insulting and awful anti-semitic jokes, Holocaust jokes and worse.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- As you go through the resource talk about how students have a role in society and challenge them to to be an ally and to stand up to other who are making inappropriate comments about another country, culture, nation, and others
- Discuss microaggressions - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
I Am Afraid After The Synagogue Shooting in Pittsburgh
A student created video, Bella lives in a neighborhood called Squirrel Hill in Pittsburgh. She's grown up there, lived there her whole life, has her friends and her synagogue there, right near the Tree of Life synagogue, and it had always been a peaceful neighborhood - diverse and accepting - a really nice place to live. There were a lot of Jewish families who lived there and she could hardly remember any anti-Semitism ever happening around them.
A student created video, Bella lives in a neighborhood called Squirrel Hill in Pittsburgh. She's grown up there, lived there her whole life, has her friends and her synagogue there, right near the Tree of Life synagogue, and it had always been a peaceful neighborhood - diverse and accepting - a really nice place to live. There were a lot of Jewish families who lived there and she could hardly remember any anti-Semitism ever happening around them.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- There are connections to identity as well as understanding how citizens can respond to globalization
- After viewing this movie you can discuss what it means to be American as well as part of a distinct cultural group
- Discuss current events in which people are marginalized based on ethnocentric viewpoints - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation With My Black Son
In this short documentary, parents reveal their struggles with telling their black sons that they may be targets of racial profiling by the police.
In this short documentary, parents reveal their struggles with telling their black sons that they may be targets of racial profiling by the police.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.6: Explore themes of ideologies (nation, class, relationship to land, environment, religion, progressivism) - Suggested use:
- View to build understanding of different perspectives and the biases that may exist and especially in relation to current events
- Can link this to ethnocentric and Eurocentric views of others and the legacies that are left behind from colonization
- After viewing you can create a writing task or have a discussion about something that you have learned from listening to these perspectives, something that you are reminded about and/or something that you think is important to emphasize that you wish everyone would know and understand
- Suggested to watch with A Conversation About Growing Up Black - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Autogenerated captions available
Hyphen-Nation: Michaela
Her lighter skin meant she could play with all the kids – until one kid’s mother found out her family was black.
Her lighter skin meant she could play with all the kids – until one kid’s mother found out her family was black.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Current events and understanding different perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Jason
His experience of looking out from a beach from Accra, on the other side of the Atlantic ocean, and realizing that he is the first person in his family to see where his ancestors were taken from.
His experience of looking out from a beach from Accra, on the other side of the Atlantic ocean, and realizing that he is the first person in his family to see where his ancestors were taken from.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Connection to current events and different perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Snacks and Punishment
Need justification for taking breaks and naps? Turns out those activities could make us less biased toward people of other races.
Need justification for taking breaks and naps? Turns out those activities could make us less biased toward people of other races.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Connection to current events and different perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
2) To what extent is resistance to liberalism justified?
In Canada
This 20-minute, bilingual film features the personal stories and experiences of diverse immigrants to Canada from all over the world. The impressions and reflections shared in the film touch on the themes of Journey, Arrival and Belonging. in Canada is at times moving, funny and thought-provoking and will show you the personal side of the Canadian immigration experience.
In Canada
This 20-minute, bilingual film features the personal stories and experiences of diverse immigrants to Canada from all over the world. The impressions and reflections shared in the film touch on the themes of Journey, Arrival and Belonging. in Canada is at times moving, funny and thought-provoking and will show you the personal side of the Canadian immigration experience.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- View to understand the immigrant experience and how this shapes an individual's identity in terms of being from a different country and also being Canadian
- You can discuss the vocabulary and specifically accommodation, assimilation, integration, and multiculturalism
- You can look at the benefits of immigration to Canada when studying GO4 and the effects of globalization - Accessibility:
- No captions available, accommodations will be needed
- Translated into French and English (opposite of what the person is speaking)
A Conversation With Native Americans on Race
Native Americans challenge their invisibility in society.
Native Americans challenge their invisibility in society.
- Curriculum connection:
- 2.1: Appreciate Aboriginal contributions to the development of ideologies
- 2.11: Analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events) - Suggested use:
- View alongside the study of the globalization vocabulary and in particular cultural revitalization and assimilation, and in understanding the legacies of historical globalization and the process of reconciliation and decolonization - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
4) To what extent should my actions as a citizen be shaped by an ideology?
Confronting Racist Objects
Harriet Michel’s Harlem brownstone is full of objects that depict African-Americans as subhuman caricatures. “We as a family and we as a people have moved so far beyond that,” she said. “But it's still a reminder of how we were seen and depicted and not to forget that lesson.”
Confronting Racist Objects
Harriet Michel’s Harlem brownstone is full of objects that depict African-Americans as subhuman caricatures. “We as a family and we as a people have moved so far beyond that,” she said. “But it's still a reminder of how we were seen and depicted and not to forget that lesson.”
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Connections to current events and different perspectives
- Seeing current legacies of historical globalization in different artifacts
- Cultural revitalization - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
High Heels, Violins and a Warning
Orchestras made clever changes to deal with centuries-old bias. If an orchestra can do it, there's hope for all of us — but a final word of caution.
Orchestras made clever changes to deal with centuries-old bias. If an orchestra can do it, there's hope for all of us — but a final word of caution.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- View to build understanding of different perspectives and the biases that may exist and especially in relation to current events
- Can link this to ethnocentric and Eurocentric views of others and the legacies that are left behind from colonization
- After viewing create a writing task or have a discussion about something that you have learned from listening to these perspectives, something that you are reminded about and/or something that you think is important to emphasize that you wish everyone would know and understand
- Suggested to watch alongside the other 'Conversations with' New York Times documentaries - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Amanda
Before asking anything else, people she has never met before will ask where she's from. They're not looking for "New York City" as an answer.
Before asking anything else, people she has never met before will ask where she's from. They're not looking for "New York City" as an answer.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Current events and understanding different perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hyphen-Nation: Mallika
It doesn't get more American than putting your hand over your heart at a Yankees game. And it doesn't get less American than being called a terrorist at a drug store.
It doesn't get more American than putting your hand over your heart at a Yankees game. And it doesn't get less American than being called a terrorist at a drug store.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Connections to current event and alternative perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Why We’re Awkward
Here’s a paradox: The harder we try to act “super normal” around people of other races, the more likely we’ll be super weird. Is there a way around this? Hint: Yes.
Here’s a paradox: The harder we try to act “super normal” around people of other races, the more likely we’ll be super weird. Is there a way around this? Hint: Yes.
- Curriculum connection:
- 4.4: Explore the relationship between personal and collective world-views and ideology
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- Connection to current events and different perspectives - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Life-Changing Magic of Hanging Out
To reduce implicit bias, build friendships that cross the racial divide. Sound too easy to actually work? Researchers beg to differ.
To reduce implicit bias, build friendships that cross the racial divide. Sound too easy to actually work? Researchers beg to differ.
- Curriculum connection:
- 4.4: Explore the relationship between personal and collective world-views and ideology
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- Connection to current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Check Our Bias to Wreck Our Bias
Signs of implicit bias lurk within our inboxes, social networks and the patterns of our daily lives. Looking at our own data can help us change our ways.
Signs of implicit bias lurk within our inboxes, social networks and the patterns of our daily lives. Looking at our own data can help us change our ways.
- Curriculum connection:
- 4.4: Explore the relationship between personal and collective world-views and ideology
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- View to understand the effects of colonization and the legacies that could be left behind - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation With White People on Race
This short documentary features interviews with white people on the challenges of talking about race.
This short documentary features interviews with white people on the challenges of talking about race.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- View to build understanding of different perspectives and the biases that may exist and especially in relation to current events
- Can link this to ethnocentric and Eurocentric views of others and the legacies that are left behind from colonization
- After viewing you can create a writing task or have a discussion about something that you have learned from listening to these perspectives, something that you are reminded about and/or something that you think is important to emphasize that you wish everyone would know and understand
- Highly suggest to not watch this in isolation and to watch in conjunction with A Conversation About Growing Up Black - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
A Conversation About Growing Up Black
In this short documentary, young black men explain the particular challenges they face growing up in America.
In this short documentary, young black men explain the particular challenges they face growing up in America.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- View to build understanding of different perspectives and the biases that may exist and especially in relation to current events
- Link this to ethnocentric and Eurocentric views of others and the legacies that are left behind from colonization
- After viewing you can create a writing task or have a discussion about something that you have learned from listening to these perspectives, something that you are reminded about and/or something that you think is important to emphasize that you wish everyone would know and understand
- Suggested to watch with A Conversation With My Black Son - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
How Maps Teach Racism in School
Anti-racism educator explains how some versions of maps distort the sizes of certain countries to make them more prominent.
Anti-racism educator explains how some versions of maps distort the sizes of certain countries to make them more prominent.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues - Suggested use:
- Research some maps that show examples of this
- After viewing the resource, hold a class discussion on the implications of having some countries perceived more prominent than others - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
What Is Systemic Racism? Government Surveillance
You probably know that today's technology lets the government watch what we do and track where we go more than ever before, so much that privacy's almost a thing of the past. But did you know the government watches some of us a lot more than others depending on where we come from? That as recently as 2011 the NYPD was exposed for targeting their surveillance specifically at what they called "ancestries of interest" Using our tax dollars to spy on these people's everyday lives just going to the barbershop and the bookstore, and singling them out for this constant invasion of privacy based on nothing but where their ancestors were born?
You probably know that today's technology lets the government watch what we do and track where we go more than ever before, so much that privacy's almost a thing of the past. But did you know the government watches some of us a lot more than others depending on where we come from? That as recently as 2011 the NYPD was exposed for targeting their surveillance specifically at what they called "ancestries of interest" Using our tax dollars to spy on these people's everyday lives just going to the barbershop and the bookstore, and singling them out for this constant invasion of privacy based on nothing but where their ancestors were born?
- Curriculum connection:
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy)
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Can also use this to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What Is Systemic Racism? Drug Arrests
Did you know that over 40% of drug arrests are not for selling any drugs but just for possession of marijuana? And that White and Black Americans are about equally likely to use marijuana, but Blacks are 3.7 more likely to be arrested for it? And that even if they don't get convicted of a crime that arrest can stay on their record and affect their chances at good jobs, housing and bank loans for the rest of their lives.
Did you know that over 40% of drug arrests are not for selling any drugs but just for possession of marijuana? And that White and Black Americans are about equally likely to use marijuana, but Blacks are 3.7 more likely to be arrested for it? And that even if they don't get convicted of a crime that arrest can stay on their record and affect their chances at good jobs, housing and bank loans for the rest of their lives.
- Curriculum connection:
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy)
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Can also use this to discuss current events - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Experiencing White Supremacy
Melissa Elmira Yingst speaks about her negative experience of when she expressed thoughts on the 4th of July celebrations being a privilege. She also discusses the fundamental issue of white supremacy within society. This video is presented in ASL (American Sign Language) and captioned.
Melissa Elmira Yingst speaks about her negative experience of when she expressed thoughts on the 4th of July celebrations being a privilege. She also discusses the fundamental issue of white supremacy within society. This video is presented in ASL (American Sign Language) and captioned.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Can be viewed as part of a discussion about the legacies of colonization and the identity of others
- Link to discussion around privilege of being able to celebrate days such a Independence Day (July 4th) or Canada Day (July 1st) and how some groups may not celebrate these days after their experience with colonization - Accessibility:
- Accessible for hard of hearing and nonverbal with closed captioning and ASL available
- No descriptive captioning available for visually impaired students
Peanut Butter, Jelly and Racism
What is implicit bias? NYT/POV's Saleem Reshamwala unscrews the lid on the unfair effects of our subconscious.
What is implicit bias? NYT/POV's Saleem Reshamwala unscrews the lid on the unfair effects of our subconscious.
- Curriculum connection:
- 4.3: Accept responsibilities associated with individual and collective citizenship
- 4.4: Explore the relationship between personal and collective worldviews and ideology - Suggested use:
- Hold a class discussion/brainstorm on unintentional bias's in everyday life, and how to overcome them - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
What Is Systemic Racism? Housing Discrimination
What would you call it if lifetimes of legal segregation followed by decades of pervasive racist housing policies still, to this day, disadvantage Black people in almost every aspect of life, because where you live can decide everything from how safe you are, to what food you eat, to the quality of your health care to the quality of your job, to the quality of your children's education?
What would you call it if lifetimes of legal segregation followed by decades of pervasive racist housing policies still, to this day, disadvantage Black people in almost every aspect of life, because where you live can decide everything from how safe you are, to what food you eat, to the quality of your health care to the quality of your job, to the quality of your children's education?
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Use to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What Is Systemic Racism? Infant Mortality
Did you know that even though America’s infant mortality rate has gone way down in the last 50 years, Black babies are still almost 2.5 times more likely to die before reaching their 1st birthday? Did you know that Black mothers are 3 three times as likely to die during childbirth, that Black and Hispanic mothers are more than twice as likely not to receive proper prenatal care and Native American mothers are more than 3 times less likely to receive proper care?
Did you know that even though America’s infant mortality rate has gone way down in the last 50 years, Black babies are still almost 2.5 times more likely to die before reaching their 1st birthday? Did you know that Black mothers are 3 three times as likely to die during childbirth, that Black and Hispanic mothers are more than twice as likely not to receive proper prenatal care and Native American mothers are more than 3 times less likely to receive proper care?
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Use to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What Is Systemic Racism? Wealth Gap
Did you know that in 2010 Black Americans made up 13% of the population but had only 2.7% of the country's wealth? That the median net worth for a white family was $134,000, but the median net worth for a Hispanic family was $14,000, and for a Black family it was $11,000? That the median wealth for a single white woman has been measured at $41,000, while for Hispanic women it was $140, and for Black women, $120? Did you know that? Do you know what that's called? Systemic Racism, and yes, it's really a thing.
Did you know that in 2010 Black Americans made up 13% of the population but had only 2.7% of the country's wealth? That the median net worth for a white family was $134,000, but the median net worth for a Hispanic family was $14,000, and for a Black family it was $11,000? That the median wealth for a single white woman has been measured at $41,000, while for Hispanic women it was $140, and for Black women, $120? Did you know that? Do you know what that's called? Systemic Racism, and yes, it's really a thing.
- Curriculum connection:
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy)
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Can also use this to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What Is Systemic Racism? Incarceration
Did you know that back in the 80s there were less than half a million people in the US prison system, but now, thanks to the war on drugs, there are more than 2 million? That out of every 100,000 Americans about 700 are incarcerated, but out of every 100,000 Black men over 4,000 are incarcerated? And one of the many effects of that trend is that combined with felony disenfranchisement laws, it means 13% of Black American men are denied their right to vote?
Did you know that back in the 80s there were less than half a million people in the US prison system, but now, thanks to the war on drugs, there are more than 2 million? That out of every 100,000 Americans about 700 are incarcerated, but out of every 100,000 Black men over 4,000 are incarcerated? And one of the many effects of that trend is that combined with felony disenfranchisement laws, it means 13% of Black American men are denied their right to vote?
- Curriculum connection:
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy)
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Use to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What Is Systemic Racism? Employment
Did you know that no matter what else is going on in America, year in and year out for the last 60 years, Black unemployment is always about twice as high as white unemployment? And even if you just look at Black college graduates, they're still almost twice as likely to be unemployed as white college graduates? And if you just apply for a job with a white sounding name, you're 50% more likely to get a callback than with a Black sounding name?
Did you know that no matter what else is going on in America, year in and year out for the last 60 years, Black unemployment is always about twice as high as white unemployment? And even if you just look at Black college graduates, they're still almost twice as likely to be unemployed as white college graduates? And if you just apply for a job with a white sounding name, you're 50% more likely to get a callback than with a Black sounding name?
- Curriculum connection:
- 4.4: Explore the relationship between personal and collective worldviews and ideology
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Can use this to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What Is Systemic Racism? Immigration
Have you ever wondered why, even though undocumented people come to the US from all over the world, the face of undocumented persons is always assumed to be from Central America or South America? And our heavy-handed enforcement policies, that ruin lives and tear families apart every day, are focused almost entirely on the Southern US border, and the Hispanic people of color who cross that border?
Have you ever wondered why, even though undocumented people come to the US from all over the world, the face of undocumented persons is always assumed to be from Central America or South America? And our heavy-handed enforcement policies, that ruin lives and tear families apart every day, are focused almost entirely on the Southern US border, and the Hispanic people of color who cross that border?
- Curriculum connection:
- 4.4: Explore the relationship between personal and collective worldviews and ideology
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- View and discuss the different challenges that people experience which is dependent on where they are from, where their family originates, how they identify or how they are being labelled
- Use to discuss current events - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
1) To what extent should ideology be the foundation of identity?
The Learning Circle: Five Voices of Aboriginal Youth in Canada - A Learning Resource for Ages 14 to 16
Five Voices of Aboriginal Youth in Canada is the product of a series of 15 interviews from five different Aboriginal communities across Canada — three youth in each community, were tape recorded and then synthesized to produce five narratives, each drawing accurately from the three youth responses to the interview questions in that community. were tape recorded and then synthesized to produce five narratives, each drawing accurately from the three youth responses to the interview questions in that community.
The Learning Circle: Five Voices of Aboriginal Youth in Canada - A Learning Resource for Ages 14 to 16
Five Voices of Aboriginal Youth in Canada is the product of a series of 15 interviews from five different Aboriginal communities across Canada — three youth in each community, were tape recorded and then synthesized to produce five narratives, each drawing accurately from the three youth responses to the interview questions in that community. were tape recorded and then synthesized to produce five narratives, each drawing accurately from the three youth responses to the interview questions in that community.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.6: Explore themes of ideologies (nation, class, relationship to land, environment, religion, progressivism) - Suggested use:
- Assign one of the stories in small groups
- Students can popcorn read the stories
- Students come back together to summarize what each story was about in a graphic organizer
- Use the activities attached in the link to guide discussions
- In Activity 2, students can create a collage based on the topic that affects Indigenous youth by using the headlines, and clips of words - Accessibility:
- Accessible for hard of hearing and nonverbal students
Gallery Walk
During a gallery walk, students explore multiple texts or images that are placed around the room. You can use this strategy when you want to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because this strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners.
During a gallery walk, students explore multiple texts or images that are placed around the room. You can use this strategy when you want to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because this strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology - Suggested use:
- Explanation of a "Gallery Walk" is included in this resource
- The teacher is able to personally choose a variety of texts, artwork, or historical documents - Accessibility:
- Accessible for nonverbal
- Additional accommodations required for hard of hearing and visually impaired students
Bio-poem: Connecting Identity and Poetry
“Who am I?” is a question on the minds of many adolescents. This activity helps students clarify important elements of their identities by writing a poem about themselves or about a historical or literary figure. Bio-poems help students get beyond the aspects of identity that are often more obvious and familiar (such as ethnicity, gender, and age) by asking them to focus on factors that shape identity, such as experiences, relationships, hopes, and interests.
“Who am I?” is a question on the minds of many adolescents. This activity helps students clarify important elements of their identities by writing a poem about themselves or about a historical or literary figure. Bio-poems help students get beyond the aspects of identity that are often more obvious and familiar (such as ethnicity, gender, and age) by asking them to focus on factors that shape identity, such as experiences, relationships, hopes, and interests.
- Curriculum connection:
- 4.9: Develop personal and collective visions of national identity - Suggested use:
- Lesson plan included, students will be reading and writing poetry about social justice - Accessibility:
- Accommodations required
4) To what extent should my actions as a citizen be shaped by an ideology?
Project Implicit’s Implicit Bias Test
The implicit bias test has been used to demonstrate that individuals possess implicit bias. Suggested activity: have students participate in the test, discuss the legitimacy of the test, discuss the need and/or benefits of the test. Note: Please consider your classes' individual needs when including this resource.
Project Implicit’s Implicit Bias Test
The implicit bias test has been used to demonstrate that individuals possess implicit bias. Suggested activity: have students participate in the test, discuss the legitimacy of the test, discuss the need and/or benefits of the test. Note: Please consider your classes' individual needs when including this resource.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local/ national and global issues that demonstrate individual and collective leadership - Suggested use:
- Needs access to technology to complete this activity
- Students can take this test to discover their own implicit biases
- Debrief with students on how that felt to learn about their own biases. Were there surprises they had or ideas that were difficult to confront?
- Discuss how even though it's hard to come to terms with our internal biases, when we are aware of them, we can start to actively work towards dismantling them by understanding and learning from other people - Accessibility:
- Accessible for hard of hearing and nonverbal students
Talking About Race and Racism
What do educators need to participate in an open and honest conversation about the content of The New Jim Crow? Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism.
What do educators need to participate in an open and honest conversation about the content of The New Jim Crow? Effective instruction about The New Jim Crow requires advanced preparation for how to talk about race and racism.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local/ national and global issues that demonstrate individual and collective leadership - Suggested use:
- Lesson plan is attached
- These lessons are aimed at discussing the foundations of racism with regards to intent vs. impact, implicit bias and stereotypes
- Also includes exercises and norms that you can establish with your class when discussing racism - Accessibility:
- Accommodations required
Internalized Racism Inventory
A list of questions designed to take inventory of our own internalized ideas of racism that we may or may not be aware of.
A list of questions designed to take inventory of our own internalized ideas of racism that we may or may not be aware of.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- Hold class discussion around what internal bias are, and how they affect our perceptions
- Use this as a questionnaire to help students identify their internal biases
- Recommend using as a reflective activity
- Debrief with students on how that felt to deeply reflect on their own biases, Were there surprises they had or ideas that were difficult to confront?
- Discuss how even though it's hard to come to terms with our internal biases, when we are aware of them, we can start to actively work towards dismantling them by understanding and learning from other people - Accessibility:
- Accommodations required
First Encounters With Race and Racism: Teaching Ideas for Classroom Conversations
Entry points for having discussions with students around race, racial bias and racism. Note: Consider your class when choosing resources, not every activity is a fit for every class. Also consider the impact of racial traumas for students and recognize that having open discussions without first creating a safe space can have negative impacts on students.
Entry points for having discussions with students around race, racial bias and racism. Note: Consider your class when choosing resources, not every activity is a fit for every class. Also consider the impact of racial traumas for students and recognize that having open discussions without first creating a safe space can have negative impacts on students.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local/ national and global issues that demonstrate individual and collective leadership - Suggested use:
- Class discussion - Accessibility:
- Accessible for nonverbal (excluding discussion)
- Additional accommodations required for hard of hearing and visually impaired students
Fishbowl Discussion
In a Fishbowl discussion, students seated inside the “fishbowl” actively participate in a discussion by asking questions and sharing their opinions, while students standing outside listen carefully to the ideas presented. Students take turns in these roles. This strategy is especially useful when you want to make sure all students participate in a discussion, when you want to help students reflect on what a good discussion looks like, and when you need a structure for discussing controversial or difficult topics such as racism. Several topics can be discussed in a fishbowl, including the dialogue prompts we have listed.
In a Fishbowl discussion, students seated inside the “fishbowl” actively participate in a discussion by asking questions and sharing their opinions, while students standing outside listen carefully to the ideas presented. Students take turns in these roles. This strategy is especially useful when you want to make sure all students participate in a discussion, when you want to help students reflect on what a good discussion looks like, and when you need a structure for discussing controversial or difficult topics such as racism. Several topics can be discussed in a fishbowl, including the dialogue prompts we have listed.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local/ national and global issues that demonstrate individual and collective leadership - Suggested use:
- Teaching technique you can use with your class, instructions are noted in the link
- Also includes connections to anti-bias education - Accessibility:
- Accommodations required
Act Up! Drama for Justice
Students write and perform a skit or monologue that brings awareness to a specific issue addressed in the text - Drama can be a powerful tool for social change. It allows students to call attention to injustice and to envision a scene in which injustice is overcome. Using dialogue, students can change the very language associated with the injustice. With drama, students can re-imagine moments of historical courage. Drama is hands on, creative and fun for students. Note: Consider your classes' individual needs, also consider the possibility that certain material considered for the skits could be triggering for some individuals.
Students write and perform a skit or monologue that brings awareness to a specific issue addressed in the text - Drama can be a powerful tool for social change. It allows students to call attention to injustice and to envision a scene in which injustice is overcome. Using dialogue, students can change the very language associated with the injustice. With drama, students can re-imagine moments of historical courage. Drama is hands on, creative and fun for students. Note: Consider your classes' individual needs, also consider the possibility that certain material considered for the skits could be triggering for some individuals.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local/ national and global issues that demonstrate individual and collective leadership - Suggested use:
- Long range lesson plan on dramas and skits
- Use this framework to create skits on social justice and change in a globalized context
- Topics that can be explored: Allyship, Standing up to racism, internal biases, dismantling harmful stereotypes, what it means to be a global citizen in the 21st century/post-pandemic - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
1) To what extent should ideology be the foundation of identity?
Holi: Festival of Colours
Bright neon powder covers revelers in northern India during the annual Hindu celebration called Holi, usually held in March. Known as the festival of colors, Holi is celebrated on the last full moon in the lunar month of Phalguna.
Holi: Festival of Colours
Bright neon powder covers revelers in northern India during the annual Hindu celebration called Holi, usually held in March. Known as the festival of colors, Holi is celebrated on the last full moon in the lunar month of Phalguna.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- This can be used to learn about Holi
- Discuss how people from other cultures continue to practice their traditions and beliefs in Canada - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
It's Caribbean Carnival Time
The Toronto Caribbean Carnival is one of Canada’s largest celebrations of freedom and diversity. It showcases the very best of Canadian Caribbean culture and art. This article provides a brief overview of Carnival and how it's celebrated.
The Toronto Caribbean Carnival is one of Canada’s largest celebrations of freedom and diversity. It showcases the very best of Canadian Caribbean culture and art. This article provides a brief overview of Carnival and how it's celebrated.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- This can be used to highlight how different cultural celebrations are hosted to share a group's culture - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Orientation Day
At the age of seven, Jennifer Wang came to the United States from Beijing, China, with her family. At 17, she wrote an essay called “Orientation Day” that explores the relationship between her name and her identity. It is a response to a familiar experience: introducing oneself to a group of strangers. Note: This is written within an American context.
At the age of seven, Jennifer Wang came to the United States from Beijing, China, with her family. At 17, she wrote an essay called “Orientation Day” that explores the relationship between her name and her identity. It is a response to a familiar experience: introducing oneself to a group of strangers. Note: This is written within an American context.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Read the article as a class, use to discuss how Western powers have created this idea that Canadian and American citizens are white, while everyone else is seen as foreign
- Why does Connie feel she is not an American citizen? Why does society question the citizenship of racialized citizens?
- Use the questions to lean into further discussion and dissect the article - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Defining Race
Imagine that you apply for a copy of your birth certificate, and when you receive it you discover that it lists your “race” as something other than what you and everyone else have always considered it to be. You are white and it says you are black, or you are black and it says you are white. That is exactly what happened to Susie Guillory Phipps, a woman who had always considered herself white, as did almost everyone she met. Note: This is written within an American context.
Imagine that you apply for a copy of your birth certificate, and when you receive it you discover that it lists your “race” as something other than what you and everyone else have always considered it to be. You are white and it says you are black, or you are black and it says you are white. That is exactly what happened to Susie Guillory Phipps, a woman who had always considered herself white, as did almost everyone she met. Note: This is written within an American context.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Read the article either independently, in small groups or popcorn style, use the connection questions to guide discussion
- #2 can be used to discuss how society's beliefs about particular groups are deeply ingrained
- #3 can be used to discuss how race runs much deeper than judging a person's skin colour, but also extends to our own perceptions and biases of different racialized communities
- #4 is a good way to discuss how race is a construct and has been used to degrade and push down racialized communities
- This is also a great article to discuss how policies such as the one presented here are inherently racist and perpetuate stereotypes and misguided beliefs about racialized communities - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The "In" Group
Our desire to belong and feel connected to other people can shape the way we think about and act toward others and ourselves. Here, Eve Shalen, a high-school student, reflects on how her desire to belong once affected the way she treated one of her classmates.
Our desire to belong and feel connected to other people can shape the way we think about and act toward others and ourselves. Here, Eve Shalen, a high-school student, reflects on how her desire to belong once affected the way she treated one of her classmates.
- Curriculum connection:
- 1.2: Appreciate various perspectives regarding the relationship between individualism and common good
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- This is a good article to discuss complacency in our actions; when we talk about racism, people may choose to be complacent instead of standing up because it's easier to side with the oppressor
- There are consequences when we choose to be complacent and they can have deep impacts on not only ourselves, but on the people we are perpetuating these actions to - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
4 Problematic Statements White People Make About Race — and What to Say Instead
Various problematic statements white individuals commonly make towards Black persons and explanations of what can be said instead.
Various problematic statements white individuals commonly make towards Black persons and explanations of what can be said instead.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discussion about recognizing and acknowledging interpersonal/casual racism and how it affects our ideas of nationalism and of others - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Ramadan for non-Muslims: An etiquette guide
There are billions of Muslims in our world, and many of them fast from sunrise to sunset every day for an entire month during Ramadan, the holiest month of the Muslim calendar. But what if you're not a Muslim -- just a caring, considerate person. Here are some things you should know so you don't come across as insensitive to your fasting friends in the during Ramadan.
There are billions of Muslims in our world, and many of them fast from sunrise to sunset every day for an entire month during Ramadan, the holiest month of the Muslim calendar. But what if you're not a Muslim -- just a caring, considerate person. Here are some things you should know so you don't come across as insensitive to your fasting friends in the during Ramadan.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Use this resource to explore how to be mindful of Muslims when they celebrate Ramadan - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
What counts as a 'hate crime' in Canada?
Determining whether a particular act can be classified as a ‘hate crime’ within Canada is complex. A hate crime is not an offence that an officer can charge an individual with; as definitions within specific sections of the Criminal Code are narrow. The Federal Department of Justice has noted this “problem of definition.”
Determining whether a particular act can be classified as a ‘hate crime’ within Canada is complex. A hate crime is not an offence that an officer can charge an individual with; as definitions within specific sections of the Criminal Code are narrow. The Federal Department of Justice has noted this “problem of definition.”
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Define what a hate crime is using this article
- Can use this article to think about how hate crimes deeply affect BIPOC and other marginalized communities
- What drives people to commit hate crimes? How does this affect the minds of BIPOC individuals and their communities - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Blink of an Eye
When learning about how stereotypes and prejudice can affect an individual’s behavior, psychologists often distinguish between blatant and unconscious bigotry. Blatant bigotry is out in the open. According to social psychologist Susan Fiske, "We can identify the bare-faced bigots." Unconscious biases, meaning prejudice that we do not consciously or knowingly acknowledge, is different.
When learning about how stereotypes and prejudice can affect an individual’s behavior, psychologists often distinguish between blatant and unconscious bigotry. Blatant bigotry is out in the open. According to social psychologist Susan Fiske, "We can identify the bare-faced bigots." Unconscious biases, meaning prejudice that we do not consciously or knowingly acknowledge, is different.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discuss the difference between prejudice (a like/dislike of another group with no logical reasoning) and a stereotype (a widely held but fixed oversimplification of an idea or person)
- This article can be used to discuss how our brain processes ideas about race
- The discussion questions can be used to help facilitate discussions around unconscious prejudice, unconscious biases can shape our perceptions of different groups of people
- Use to think about what our own biases and prejudices are towards different communities
- The videos can be used to accompany the reading - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Having Just One Black Teacher Can Keep Black Kids In School
The article explains the importance of teacher-student interactions and the significance of having teachers of colours in students' lives, as it aids in the “role model effect”. Further, statistics show that having at least one Black teacher can significantly increase the number of students who successfully graduate post secondary.
The article explains the importance of teacher-student interactions and the significance of having teachers of colours in students' lives, as it aids in the “role model effect”. Further, statistics show that having at least one Black teacher can significantly increase the number of students who successfully graduate post secondary.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discussion about diversity and exposure and how it changes the way we think, act, live? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Indigenous or Aboriginal: Which is correct?
A brief explanation on commonly used terminology related to the Indigenous Peoples of Canada, including indications of correct and incorrect use.
A brief explanation on commonly used terminology related to the Indigenous Peoples of Canada, including indications of correct and incorrect use.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Discussion about diversity and exposure and how it changes the way we think, act, live?
- Discussion about representation and its relationship with success in POC - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Looking white and being Aboriginal
Regan questions her identity as she is Aboriginal but looks white. She opens up about how being Aboriginal is not about the stereotypes, but about her beliefs and traditions.
Regan questions her identity as she is Aboriginal but looks white. She opens up about how being Aboriginal is not about the stereotypes, but about her beliefs and traditions.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.4: Examine historic and contemporary expressions of individualism and collectivism - Suggested use:
- This is a good article to discuss how harmful stereotypes of Indigenous Peoples are reflected in today's society, and shape people's views of who Indigenous Peoples are
- Indigenous Peoples are much more then the stereotypes that have been perpetuated by dominant cultures. They are much more then a caricature, but part of a rich culture, beliefs, traditions and systems - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
These Twins Will Make You Rethink Race
Marcia and Millie Biggs say they’ve never been subjected to racism—just curiosity and surprise that twins could have such different skin colors.
Marcia and Millie Biggs say they’ve never been subjected to racism—just curiosity and surprise that twins could have such different skin colors.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Read the article to spark discussion on the difference between microaggressions and curiosity: Where should the line be drawn? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
2) To what extent is resistance to liberalism justified?
Black History Canada - 23 Historical Black Canadians You Should Know
This article provides a brief overview of the accomplishments of various Canadian Black leaders, including (but not limited to) Viola Desmond, Marie-Joseph Angelique, and Donovan Bailey.
Black History Canada - 23 Historical Black Canadians You Should Know
This article provides a brief overview of the accomplishments of various Canadian Black leaders, including (but not limited to) Viola Desmond, Marie-Joseph Angelique, and Donovan Bailey.
- Curriculum connection:
- 2.3: Appreciate that individuals and groups may adhere to various ideologies
- 2.8: Analyze the evolution of modern liberalism as a response to classical liberalism (labour standards and unions, universal suffrage, welfare state, protection of human rights, feminism) - Suggested use:
- This can be used during Black history month to highlight one person each class
- It can also be used to highlight Black Canadians and their contributions to society
- Students can explore 1-2 of these individuals in small groups. Link exploration questions to national identity - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Black History Month
This article provides a brief history of Black History Month in the United States and an overview of its significance. Today Black History Month continues the discussion of Black people and their contributions through activities such as museum exhibits and film screenings, and by encouraging the study of achievements by African Americans year-round. Additional article focusing on Black history month in Canada.
This article provides a brief history of Black History Month in the United States and an overview of its significance. Today Black History Month continues the discussion of Black people and their contributions through activities such as museum exhibits and film screenings, and by encouraging the study of achievements by African Americans year-round. Additional article focusing on Black history month in Canada.
- Curriculum connection:
- 2.3: Appreciate that individuals and groups may adhere to various ideologies
- 2.8: Analyze the evolution of modern liberalism as a response to classical liberalism (labour standards and unions, universal suffrage, welfare state, protection of human rights, feminism) - Suggested use:
- Can be used at the beginning of Black History Month - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Miranda Jimmy on reclaiming her Cree identity after losing it to systemic racism
Jimmy's erasure of her identity and culture was a product of systemic racism. A fate shared by many Indigenous children due to systems in place that treated them differently because of their race. Systemic racism is embedded in the fabric of Canadian society whether it's in the education system, justice system or even in the media. It is not as overt as calling someone a derogatory word but rather it is rules, laws and systems in place that benefit the white majority.
Jimmy's erasure of her identity and culture was a product of systemic racism. A fate shared by many Indigenous children due to systems in place that treated them differently because of their race. Systemic racism is embedded in the fabric of Canadian society whether it's in the education system, justice system or even in the media. It is not as overt as calling someone a derogatory word but rather it is rules, laws and systems in place that benefit the white majority.
- Curriculum connection:
- 2.1: Appreciate Aboriginal contributions to the development of ideologies
- 2.11: Analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events) - Suggested use:
- Discuss what systemic racism is
- How does systemic racism show up in Canadian institutions?
- How have inherently racist policies and practices affected Indigenous Peoples, their traditions, and language?
- Discuss what reclaiming (the process of returning and reuniting with one's cultural traditions and beliefs) can help Indigenous communities heal, and provide a space for cultural expression - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
4) To what extent should my actions as a citizen be shaped by an ideology?
Little Things Are Big
As writer Jesús Colón discovered on a subway ride in New York City in the 1950s, perceptions about one’s own identity and the identities of others can affect the decisions people make about one another.
Little Things Are Big
As writer Jesús Colón discovered on a subway ride in New York City in the 1950s, perceptions about one’s own identity and the identities of others can affect the decisions people make about one another.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- This activity can be used in small groups or be completed as an independent activity
- Students can read the article, and use the questions to write a response or discuss as a class/small group - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
What Goes Through Your Mind: On Nice Parties and Casual Racism
A woman speaks about the microaggressions she experiences from her acquaintances at a dinner party. In an effort to "keep the peace" she is uncertain of whether to ignore what was said, or speak up.
A woman speaks about the microaggressions she experiences from her acquaintances at a dinner party. In an effort to "keep the peace" she is uncertain of whether to ignore what was said, or speak up.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Define what a microaggression is
- Discuss what the woman experienced
- Discuss how microaggressions can be problematic and a burden for BIPOC individuals to carry - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
We’re All a Little Biased, Even if We Don’t Know It
Explains implicit bias.
Explains implicit bias.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Use this article to explain and provide an example of implicit bias
- Examines implicit bias within law enforcement - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Faut-il offrir une réparation aux descendants d’esclaves?
Article/analysis examining the perspectives on a calls for descendants of enslaved Africans in the USA.
Article/analysis examining the perspectives on a calls for descendants of enslaved Africans in the USA.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Read, analyze, and discuss the perspectives in this article
- Discuss bias in the opinions, search for context - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Danger of a Single Story
Nigerian writer Chimamanda Adichie describes the effects that labels can have on how we think about ourselves and others.
Nigerian writer Chimamanda Adichie describes the effects that labels can have on how we think about ourselves and others.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Use this as a discussion piece - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Why It’s So Hard to Talk to White People About Racism
The need for white people to understand and discuss racism by showing how all white Americans share complicity in maintaining racism as the foundation of society. Dr. DiAngelo provides excellent descriptions of segregation, the good/bad binary, individualism, entitlement to racial comfort, racial arrogance, racial belonging and psychic freedom.
The need for white people to understand and discuss racism by showing how all white Americans share complicity in maintaining racism as the foundation of society. Dr. DiAngelo provides excellent descriptions of segregation, the good/bad binary, individualism, entitlement to racial comfort, racial arrogance, racial belonging and psychic freedom.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- This article can be used to help lead a discussion about the main ideas and key vocabulary in this article: segregation, the good/bad binary, individualism, entitlement to race discomfort, racial arrogance, racial belonging, and psychic freedom - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Words Matter
How does it feel to be called by a name you did not choose for yourself? Over time, people have used a long list of names for the Indigenous Peoples of the Americas, but those words have rarely been what they would call themselves.
How does it feel to be called by a name you did not choose for yourself? Over time, people have used a long list of names for the Indigenous Peoples of the Americas, but those words have rarely been what they would call themselves.
- Curriculum connection:
- 4.3: Accept responsibilities associated with individual and collective citizenship
- 4.4: Explore the relationship between personal and collective worldviews and ideology - Suggested use:
- Read the article
- Discuss what Niin's experiences were in school
- How did these harmful actions affect Niin's perception of herself and of the word Indian?
- Discuss the context of language: Why do we associate certain words in a negative context? What makes a word good or bad? What deeper meanings are associated with a word?
- Use the connection questions to guide a class discussion - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Real talk on being a young black woman in Canada
A young woman recounts her experience with racism upon moving to Alberta. She explains how white people made her feel "othered" or like she did not belong there.
A young woman recounts her experience with racism upon moving to Alberta. She explains how white people made her feel "othered" or like she did not belong there.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Read the article and listen to the podcast episode
- Discuss who Nasra is and her story
- What were challenges she faced growing up in predominantly white spaces?
- How did this translate to her views on her identity? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
1) To what extent should ideology be the foundation of identity?
“I Thought We Had No Rights” – Challenges in Listening, Storytelling, and Representation of LGBT Refugees
Storytelling serves as a vital resource for Lesbian, Gay, Bisexual and Trans* (LGBT) refugees’ access to asylum. Storytelling also serves as a mechanism for LGBT refugees to speak about social injustice within and outside of Canada. This article, focuses on three contexts where justice and injustice interplay in LGBT refugee storytelling: the Canadian Immigration and Refugee Board, public advocacy around anti-queer violence and refugee rights, and oral history research. investigation on how these areas can also inflict their own injustices on LGBT refugees by silencing their voices and reproducing power hierarchies.
“I Thought We Had No Rights” – Challenges in Listening, Storytelling, and Representation of LGBT Refugees
Storytelling serves as a vital resource for Lesbian, Gay, Bisexual and Trans* (LGBT) refugees’ access to asylum. Storytelling also serves as a mechanism for LGBT refugees to speak about social injustice within and outside of Canada. This article, focuses on three contexts where justice and injustice interplay in LGBT refugee storytelling: the Canadian Immigration and Refugee Board, public advocacy around anti-queer violence and refugee rights, and oral history research. investigation on how these areas can also inflict their own injustices on LGBT refugees by silencing their voices and reproducing power hierarchies.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- This can be used to understand how some refugees come to Canada and seek asylum due to the threats they face in their home country based on their sexual orientation - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men
This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches.
This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- This can be used with staff to inform English and Social teachers about how to engage students through visual components
- This article interrogates the narrative that BIPOC men don't understand literacy, but rather have different modes of expression - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Muslim Employment Gap, Human Capital, and Ethno-Religious Penalties: Evidence from Switzerland
In Europe, Muslims are more likely to be unemployed than non-Muslims. Many studies try to explain this employment gap by human capital and contextual factors on the one hand, and by ethno-religious penalties (discrimination due to religious affiliation, religiosity, or migration factors) on the other. In these studies, it is normally assumed that human capital mediates the effect of Muslim affiliation, and that controlling for human capital will therefore reduce the odds for Muslims of being unemployed. Our key result is that Muslim affiliation does not mediate, but actually moderates, the effect of human capital on unemployment. We find a powerful interaction in that Muslims both with a very low and a very high level of education are disproportionally often unemployed. This is important because it means that raising the human capital of Muslims will not automatically lessen, but may instead actually widen, the employment gap.
In Europe, Muslims are more likely to be unemployed than non-Muslims. Many studies try to explain this employment gap by human capital and contextual factors on the one hand, and by ethno-religious penalties (discrimination due to religious affiliation, religiosity, or migration factors) on the other. In these studies, it is normally assumed that human capital mediates the effect of Muslim affiliation, and that controlling for human capital will therefore reduce the odds for Muslims of being unemployed. Our key result is that Muslim affiliation does not mediate, but actually moderates, the effect of human capital on unemployment. We find a powerful interaction in that Muslims both with a very low and a very high level of education are disproportionally often unemployed. This is important because it means that raising the human capital of Muslims will not automatically lessen, but may instead actually widen, the employment gap.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Case study
- Discussion about how discrimination affect our idea of nationalism and internationalism, and vice-versa - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The effects of the gender-culture interaction on self-reports of depressive symptoms: cross-cultural study among Egyptians and Canadians
Purpose research in depression has revealed differences in the way depressed individuals across cultures report their symptoms. This literature also points to possible differences in symptom reporting patterns between men and women.
Purpose research in depression has revealed differences in the way depressed individuals across cultures report their symptoms. This literature also points to possible differences in symptom reporting patterns between men and women.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Discussion about mental health and illness and how it ties in with ethnicity or race
- Discussion about how globalization has impact mental health in certain groups of people - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Complexity Beyond Intersections: Race, Class, and Neighborhood Disadvantage among African American Muslims
This study uses the case of African American Muslims to examine the intersection of religious inequality with other forms of disadvantage. It addresses the three most prominent axes of difference between African American and immigrant Muslims—race/ethnicity, class, and neighborhood disadvantage—to explicate the ways in which religion may compound existing inequalities, or in some cases create new forms of difference. Religion is complex not only when different forms of inequality intersect but when these intersections create a different way of understanding what religion means for people of faith.
This study uses the case of African American Muslims to examine the intersection of religious inequality with other forms of disadvantage. It addresses the three most prominent axes of difference between African American and immigrant Muslims—race/ethnicity, class, and neighborhood disadvantage—to explicate the ways in which religion may compound existing inequalities, or in some cases create new forms of difference. Religion is complex not only when different forms of inequality intersect but when these intersections create a different way of understanding what religion means for people of faith.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Case study
- Discussion about how religion and nationalism are related in certain countries/cultural groups - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Religious Diversity in the Public Sphere: The Canadian Case
The ever-changing (non)religious landscape offers an opportunity to consider the flow of ideas from this new diversity to responses and choices at the individual, group, and state levels to inclusion and exclusion. The paper first begins with a descriptive approach to religious diversity, identifying the normatively-charged nature inherent to measures of religion. It then turns to the notion of choices, considering the somewhat uniquely Canadian contributions of multiculturalism, reasonable accommodation, and the recent complication of nonreligion as a category of religious identity. The paper then considers three case studies which reveal the tensions embedded in the new diversity and responses to it in Canada.
The ever-changing (non)religious landscape offers an opportunity to consider the flow of ideas from this new diversity to responses and choices at the individual, group, and state levels to inclusion and exclusion. The paper first begins with a descriptive approach to religious diversity, identifying the normatively-charged nature inherent to measures of religion. It then turns to the notion of choices, considering the somewhat uniquely Canadian contributions of multiculturalism, reasonable accommodation, and the recent complication of nonreligion as a category of religious identity. The paper then considers three case studies which reveal the tensions embedded in the new diversity and responses to it in Canada.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Use to discuss the religious diversity in Canada
- The three case studies highlighted can be read amongst the students, they can then come together to discuss how religious diversity occurs in practice, and what that means for different religious groups - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Second Generation Youth in Canada, Their Mobilities and Identifications: Relevance to Citizenship Education
Based on narrative data recently collected from youth in three Canadian cities, our paper focuses on second generation perceptions of youths identifications in a society increasingly influenced by the forces of globalization and how these perceptions may or may not be reflected in programs of study dealing with citizenship education.
Based on narrative data recently collected from youth in three Canadian cities, our paper focuses on second generation perceptions of youths identifications in a society increasingly influenced by the forces of globalization and how these perceptions may or may not be reflected in programs of study dealing with citizenship education.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Take a look at one of the three students in small groups to explore ideas of multiculturalism and representation in our history
- Even though we live in a globalized world, and more culturally mixed world, our views can be quite skewed; how does this affect a person's sense of identity and their connection to their own cultural groups? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Examining Cultural Drifts in Artworks through History and Development
Research on cultural products suggest that there are substantial cultural variations between East Asian and European landscape masterpieces and contemporary members’ landscape artwork (Masuda et al., 2008), and that these cultural differences in drawing styles emerge around the age of 8 (Senzaki et al., 2014). However, culture is not static. The results showed cultural variations in artworks and masterpieces as well as substantial cultural drifts (Herskovits, 1948) where at certain time periods in history and in development, people’s expressions deviated from culturally default patterns but occasionally returned to its previous state.
Research on cultural products suggest that there are substantial cultural variations between East Asian and European landscape masterpieces and contemporary members’ landscape artwork (Masuda et al., 2008), and that these cultural differences in drawing styles emerge around the age of 8 (Senzaki et al., 2014). However, culture is not static. The results showed cultural variations in artworks and masterpieces as well as substantial cultural drifts (Herskovits, 1948) where at certain time periods in history and in development, people’s expressions deviated from culturally default patterns but occasionally returned to its previous state.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discussion about the relationship between art, culture, and globalization - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Social Media Conversations About Race
How social media users see, share and discuss race and the rise of hashtags like #BlackLivesMatter.
How social media users see, share and discuss race and the rise of hashtags like #BlackLivesMatter.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discuss the relationship between social media and globalization
- Discussion about filter bubbles (everyone's online news/social media diet is personally curated) and how that can impede globalization - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Collectivized Identity among Shi’a Imami Isma’ili Muslims of Calgary: Implications for Pluralism and Policy
In Canada for almost thirty years, the Shi’a Imami Isma’ili Muslims of Calgary are remarkably diverse. Set within a study of the contexts of identity formation of immigration youth, interviews with parents and community leaders indicate that it is religion that holds central defining value. Furthermore, several collective strategies contribute to the construction of a new social order in a new context and the maintenance of its social cohesion. The participants view citizenship as a complex process which guarantees human rights, while allowing for group membership, whereas integration involves a search for openness in the face of prejudice and discrimination. In the context of a policy of multiculturalism, the creation of new hybridized identities represents both the linguistic violence of resettlement and of an idealized hope in new contexts.
In Canada for almost thirty years, the Shi’a Imami Isma’ili Muslims of Calgary are remarkably diverse. Set within a study of the contexts of identity formation of immigration youth, interviews with parents and community leaders indicate that it is religion that holds central defining value. Furthermore, several collective strategies contribute to the construction of a new social order in a new context and the maintenance of its social cohesion. The participants view citizenship as a complex process which guarantees human rights, while allowing for group membership, whereas integration involves a search for openness in the face of prejudice and discrimination. In the context of a policy of multiculturalism, the creation of new hybridized identities represents both the linguistic violence of resettlement and of an idealized hope in new contexts.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discussion about the difference between citizenship and integration
- Experiences that students in the class may have had
- Discussion about religion being a factor in someone's identity
- Religion's role in globalization - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
“Oh Canada”: reflections of multiculturalism in the poetry of Canadian women dub artists
This article explores how Canadian multiculturalism is reflected in the poetry of Canadian dub artists. It briefly outlines the concept of multiculturalism, its fallacies and inadequacies, followed by an introduction to dub poetry. The main part is dedicated to the discussion of dub poetry by Lillian Allen, Ahdri Zhina Mandiela, and Afua Cooper. Focusing often on the situation of women, their poetry exposes multiple forms of oppression and silencing on the grounds of the nexus of class, race, and gender.
This article explores how Canadian multiculturalism is reflected in the poetry of Canadian dub artists. It briefly outlines the concept of multiculturalism, its fallacies and inadequacies, followed by an introduction to dub poetry. The main part is dedicated to the discussion of dub poetry by Lillian Allen, Ahdri Zhina Mandiela, and Afua Cooper. Focusing often on the situation of women, their poetry exposes multiple forms of oppression and silencing on the grounds of the nexus of class, race, and gender.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.5: Examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future) - Suggested use:
- Discussion about the relationship between multiculturalism and globalization
- Discussion about the relationship between art and globalization - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
2) To what extent is resistance to liberalism justified?
Anti-Racism and Decolonization in Education from an Indigenous Perspective
In "Anti-racism and Decolonization from an Indigenous Perspective" McFarlane brings forth the legacy of forced assimilative education for Indigenous peoples. From her own personal experiences, and support from Indigenous research, McFarlane discusses how colonization and racism have played a large role in Indigenous peoples’ lives, and questions how anti-racism and decolonization can work when colonization is still ongoing and based on ideologies of Eurocentrism and racism.
Anti-Racism and Decolonization in Education from an Indigenous Perspective
In "Anti-racism and Decolonization from an Indigenous Perspective" McFarlane brings forth the legacy of forced assimilative education for Indigenous peoples. From her own personal experiences, and support from Indigenous research, McFarlane discusses how colonization and racism have played a large role in Indigenous peoples’ lives, and questions how anti-racism and decolonization can work when colonization is still ongoing and based on ideologies of Eurocentrism and racism.
- Curriculum connection:
- 2.1: Appreciate Aboriginal contributions to the development of ideologies
- 2.11: Analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events) - Suggested use:
- New framings on anti-racism and resistance - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
“Who We Are Now”: Iñupiaq Youth: On the Ice
This essay considers Andrew Okpeaha MacLean’s 2011 feature film On the Ice, about Iñupiaq youth in Barrow, Alaska, in the context of Arctic and Indigenous cinemas and the American western. Reading the film through Inuit and Iñupiaq concepts and engaging with the film’s depictions of cultural syncretism, Indigenous hip hop, Iñupiaq hunting culture, and film genres, the essay argues that Iñupiaq sovereignty of the camera, as an adaptive aesthetic practice, strengthens the work and the value of traditional knowledge in a connected world.
This essay considers Andrew Okpeaha MacLean’s 2011 feature film On the Ice, about Iñupiaq youth in Barrow, Alaska, in the context of Arctic and Indigenous cinemas and the American western. Reading the film through Inuit and Iñupiaq concepts and engaging with the film’s depictions of cultural syncretism, Indigenous hip hop, Iñupiaq hunting culture, and film genres, the essay argues that Iñupiaq sovereignty of the camera, as an adaptive aesthetic practice, strengthens the work and the value of traditional knowledge in a connected world.
- Curriculum connection:
- 2.1: Appreciate Aboriginal contributions to the development of ideologies
- 2.11: Analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events) - Suggested use:
- Discussion about the relationship between art, culture, and globalization - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Diasporic Activism and the Mediations of “Home”: South Asian Voices in Canadian Drama
In South Asian drama in Canada, many of the concerns regarding race, multiculturalism, job discrimination and violence against women and other marginalized groups are propelled by their links to the playwrights’ “home” of origin. With attention to selected plays, this paper will analyze how the networks between home and spaces of residence in multicultural Canada come alive on theatre stages through visual motifs, actors, props, and photographic collages, which confront the different trajectories of “home” that resurface in these plays. How does home appear? To what end? And what does returning “home” teach us about the inequalities and injustices underlying the current global order?
In South Asian drama in Canada, many of the concerns regarding race, multiculturalism, job discrimination and violence against women and other marginalized groups are propelled by their links to the playwrights’ “home” of origin. With attention to selected plays, this paper will analyze how the networks between home and spaces of residence in multicultural Canada come alive on theatre stages through visual motifs, actors, props, and photographic collages, which confront the different trajectories of “home” that resurface in these plays. How does home appear? To what end? And what does returning “home” teach us about the inequalities and injustices underlying the current global order?
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Discussion about nationalism in the context of the diaspora
- Discussion about how displacement/ immigration affect people's understanding of nationalism for their country of origin - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Asian Immigrants’ Vision of an Alternative Society in Australia and Canada: Impossibly Utopian or Simply Social Justice?
Both Australia and Canada have adopted extensive immigration policies as well as a policy of multiculturalism to maintain “harmony” between immigrants and the wider society. Currently, the majority of immigrants to Australia and Canada are from Asia. In fact, six of the ten top-ranking migrant-sending countries for Australia and Canada are located in Asia. Building on exploratory research undertaken in Australia and Canada, this paper finds that class predominates over race in the recruiting of immigrants in both Australia and Canada. However, Asian immigrants as well as advocacy groups including left, progressive, and social activists are challenging the neo-liberal agenda. These groups have a vision for creating an alternative society based on social justice.
Both Australia and Canada have adopted extensive immigration policies as well as a policy of multiculturalism to maintain “harmony” between immigrants and the wider society. Currently, the majority of immigrants to Australia and Canada are from Asia. In fact, six of the ten top-ranking migrant-sending countries for Australia and Canada are located in Asia. Building on exploratory research undertaken in Australia and Canada, this paper finds that class predominates over race in the recruiting of immigrants in both Australia and Canada. However, Asian immigrants as well as advocacy groups including left, progressive, and social activists are challenging the neo-liberal agenda. These groups have a vision for creating an alternative society based on social justice.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Discussion about the relationship between immigration and globalization
- Discussion about reasonings behind prioritizing class with immigration
- What does this say about our nation's interests? To what extent should immigration serve the interests of a nation? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Multiculturalism, Gender and Bend it Like Beckham
In this article, we explore the efficacy of sport as an instrument for social inclusion through an analysis of the film Bend it Like Beckham. The film argues for the potential of sport to foster a more inclusive society in terms of multiculturalism and gender equity by showing how a hybrid culture can be forged through the microcosm of an English young women’s football club, while simultaneously challenging assumptions about traditional masculinities and femininities. Yet, despite appearances, Bend it Like Beckham does little to challenge the structure of English society. Although the film presents a feminist veneer, underneath lurks a troubling reassertion of the value of chastity, masculinity, and patriarchy. Bend it Like Beckham thus provides an instructive case study for the potential of sport as a site of social inclusion because it reveals how seductive it is to imagine that structural inequalities can be overcome through involvement in teams.
In this article, we explore the efficacy of sport as an instrument for social inclusion through an analysis of the film Bend it Like Beckham. The film argues for the potential of sport to foster a more inclusive society in terms of multiculturalism and gender equity by showing how a hybrid culture can be forged through the microcosm of an English young women’s football club, while simultaneously challenging assumptions about traditional masculinities and femininities. Yet, despite appearances, Bend it Like Beckham does little to challenge the structure of English society. Although the film presents a feminist veneer, underneath lurks a troubling reassertion of the value of chastity, masculinity, and patriarchy. Bend it Like Beckham thus provides an instructive case study for the potential of sport as a site of social inclusion because it reveals how seductive it is to imagine that structural inequalities can be overcome through involvement in teams.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Discussion about the relationship between assimilation and globalization
- Discussion about biculturalism
- Discussion about oppression in sports - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Different Takes: Migrant World Television and Multiculturalism in South Korea
The geography of multiculturalism has expanded beyond western settler societies and post-colonial Europe, the traditional focus of most research on the topic. South Korea, once one of the most ethnically homogenous nations in the world, has recently adopted multiculturalism as official policy in order to manage a still small but rapidly growing population of foreigners. This paper focuses on the tensions and contradictions that exist by examining the emergence of a unique experiment in multi-ethnic media called Migrant World Television (MWTV). MWTV’s origins in the militant migrant worker movement and its development into one of the most vocal grassroots organizations involved in defining the meaning of multiculturalism in South Korea are detailed through a description of its programs and activism. This paper reveals a more dynamic, everyday form of multiculturalism that has taken root as different ethnic groups come together to practice multiculturalism by deciding what counts as news and entertainment for (im)migrants in South Korea.
The geography of multiculturalism has expanded beyond western settler societies and post-colonial Europe, the traditional focus of most research on the topic. South Korea, once one of the most ethnically homogenous nations in the world, has recently adopted multiculturalism as official policy in order to manage a still small but rapidly growing population of foreigners. This paper focuses on the tensions and contradictions that exist by examining the emergence of a unique experiment in multi-ethnic media called Migrant World Television (MWTV). MWTV’s origins in the militant migrant worker movement and its development into one of the most vocal grassroots organizations involved in defining the meaning of multiculturalism in South Korea are detailed through a description of its programs and activism. This paper reveals a more dynamic, everyday form of multiculturalism that has taken root as different ethnic groups come together to practice multiculturalism by deciding what counts as news and entertainment for (im)migrants in South Korea.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Case study: discussion on what multiculturalism is as a class, and what multiculturalism looks like in South Korea
- Analyze entertainment in South Korea and look for evidence that multiculturalism is being promoted/encouraged
- Have this article be an introduction to researching multiculturalism in South Korean news and entertainment - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Racism and English Language Learning
Around the world, there is a growing number of linguistically diverse students enrolling in schools with English as the medium of instruction, and most educators are “interacting on a daily basis with learners with backgrounds and experiences different from his or her own” (Dei, 1996, p. 9). Guided in part by Srivastava’s (2007) pedagogical questions about “how we learn racist knowledge, how we perpetuate racist practices, and how we can change our everyday practices” (p. 306), this paper uses ideas from critical race theory (CRT), Dlamini’s (2002) interpretation of critical pedagogy, and Dei’s (1996) principles of anti-racism education to examine the intersection of racism and language, especially in relation to ELLs in K-12 schools in Canada.
Around the world, there is a growing number of linguistically diverse students enrolling in schools with English as the medium of instruction, and most educators are “interacting on a daily basis with learners with backgrounds and experiences different from his or her own” (Dei, 1996, p. 9). Guided in part by Srivastava’s (2007) pedagogical questions about “how we learn racist knowledge, how we perpetuate racist practices, and how we can change our everyday practices” (p. 306), this paper uses ideas from critical race theory (CRT), Dlamini’s (2002) interpretation of critical pedagogy, and Dei’s (1996) principles of anti-racism education to examine the intersection of racism and language, especially in relation to ELLs in K-12 schools in Canada.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Class discussion: relationship between English language learning, globalization, and racism - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Role of Indigenous Knowledge in the Promotion of Anti-Racism Education In Schools
The article explains what Indigenous knowledge is and discusses strategies that employ such knowledge in promoting anti-racist education. The author explains what colonization does and describes racism as the imposition of power upon Indigenous peoples in a society where belief in the superiority of Eurocentric knowledge and whiteness is promoted. She proposes five strategies for promoting anti-racism including the reclaiming of agency by teaching students to investigate their origins and including Indigenous languages in the curriculum.
The article explains what Indigenous knowledge is and discusses strategies that employ such knowledge in promoting anti-racist education. The author explains what colonization does and describes racism as the imposition of power upon Indigenous peoples in a society where belief in the superiority of Eurocentric knowledge and whiteness is promoted. She proposes five strategies for promoting anti-racism including the reclaiming of agency by teaching students to investigate their origins and including Indigenous languages in the curriculum.
- Curriculum connection:
- 2.1: Appreciate Aboriginal contributions to the development of ideologies
- 2.11: Analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events) - Suggested use:
- Have students read the five strategies independently or with small groups and discuss how these strategies can be implemented in a school setting - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
A Critical Examination of Chinese Language Media’s Normative Goals and News Decisions
Ethnic media are an integral part of a multicultural communication infrastructure benefiting all Canadians, as they provide services pivotal to immigrants’ settlement, integration, and participation in Canadian society, yet numerous studies of ethnic media reveal deficiencies in their performance. This analysis informed by interview data examines Chinese language media’s normative goals in relation to news decision-making. Outlet news workers convey commendable goals, and those who stress citizen building dedicate themselves to journalistic roles despite unfavourable circumstances. Meanwhile, Chinese language media outlets operate according to norms of social responsibility divergent from mainstream media.
Ethnic media are an integral part of a multicultural communication infrastructure benefiting all Canadians, as they provide services pivotal to immigrants’ settlement, integration, and participation in Canadian society, yet numerous studies of ethnic media reveal deficiencies in their performance. This analysis informed by interview data examines Chinese language media’s normative goals in relation to news decision-making. Outlet news workers convey commendable goals, and those who stress citizen building dedicate themselves to journalistic roles despite unfavourable circumstances. Meanwhile, Chinese language media outlets operate according to norms of social responsibility divergent from mainstream media.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Discussion on the relationship between media and globalization in shaping a society's worldview
- Hold a class debate: What is the purpose of media? Is it a journalist's social responsibility to offer biased or non-biased views in order to inform the public? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Changing Patterns of Romanian Immigration to Canada
This article examines the largely neglected post-1990 Romanian immigration to Canada. During the 1990s, most Romanians selected by Canadian immigration offices were highly skilled, university-educated professionals. As they ignored important details of the Canadian labor market, about three quarters of them became kind of lumpen-intellectuals. In recent years, however, Internet-based networks have improved the quality of information available to potential migrants. This and structural changes in the home country are preparing a major shift of Romanians' migratory flow to Canada. In the years to come, it will progressively take the form of circulatory migration currently characterizing Romanian immigration to Western Europe.
This article examines the largely neglected post-1990 Romanian immigration to Canada. During the 1990s, most Romanians selected by Canadian immigration offices were highly skilled, university-educated professionals. As they ignored important details of the Canadian labor market, about three quarters of them became kind of lumpen-intellectuals. In recent years, however, Internet-based networks have improved the quality of information available to potential migrants. This and structural changes in the home country are preparing a major shift of Romanians' migratory flow to Canada. In the years to come, it will progressively take the form of circulatory migration currently characterizing Romanian immigration to Western Europe.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Class discussion; relate it to globalization in Canada
- Case study - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Design of Traditional Music Teaching in Colleges and Universities from the Perspective of Multiculturalism
This paper starts from the development history of traditional music in colleges in China. Then, it summarizes the current situation and problems of traditional music in college teaching system through the field survey in colleges and universities, and also analyses the necessity of multicultural education mode in traditional music teaching.
This paper starts from the development history of traditional music in colleges in China. Then, it summarizes the current situation and problems of traditional music in college teaching system through the field survey in colleges and universities, and also analyses the necessity of multicultural education mode in traditional music teaching.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Use to discuss the idea of 'traditional' teaching and learning: What does this imply? Why is this important to embody in a multicultural world? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
4) To what extent should my actions as a citizen be shaped by an ideology?
A Long Way to Go: Educators Perspectives of Multiculturalism and Racism in Alberta K-12 Classrooms
This report examines if racism is a concern in K-12 classrooms throughout urban and rural Alberta, and measures teacher knowledge and preparedness in the context of educating students on multiculturalism and racism.
A Long Way to Go: Educators Perspectives of Multiculturalism and Racism in Alberta K-12 Classrooms
This report examines if racism is a concern in K-12 classrooms throughout urban and rural Alberta, and measures teacher knowledge and preparedness in the context of educating students on multiculturalism and racism.
- Curriculum connection:
- 4.10: Explore opportunities to demonstrate active and responsible citizenship through individual and collective action
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- This can be used as a justification to include multiculturalism and racism within schools
- Recommendations can be used to guide school development plans and for PD use - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Mastery and Minorities: Sense of Personal Control among Ethno-racial Groups in Canada
This paper assesses how Canada’s ethno-racial groups differ in levels of mastery, which has been defined as the extent to which people believe their life chances are under their own personal control. American research shows that, compared to other groups, minorities express lower mastery; this can have important negative consequences, including lower physical and mental health, and overall well-being.
This paper assesses how Canada’s ethno-racial groups differ in levels of mastery, which has been defined as the extent to which people believe their life chances are under their own personal control. American research shows that, compared to other groups, minorities express lower mastery; this can have important negative consequences, including lower physical and mental health, and overall well-being.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.4: Explore the relationship between personal and collective worldviews and ideology - Suggested use:
- Discuss the definition of 'mastery': What does it mean to master something, especially within a Canadian context? What might the relationship be between mastery and minorities? - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Omar Khadr, Hannah Arendt, and the Racialization of Rights’ Discourse
Omar Khadr, a Canadian minor who was held captive in Guantanamo Bay for a decade, to demonstrate that, at times, neither citizenship nor human rights offer any protection to those who, are citizens of a country and are certainly human beings, yet have been deprived of the rights associated with those statuses. A critical assessment of the debate regarding whether the rights conferred upon citizens are the only true barriers against abuse, or whether human rights have become a more effective protection. How the discourse around citizenship and human rights remains racialized, to the point where certain individuals are considered neither citizens nor humans, and therefore are potentially subject to abuse.
Omar Khadr, a Canadian minor who was held captive in Guantanamo Bay for a decade, to demonstrate that, at times, neither citizenship nor human rights offer any protection to those who, are citizens of a country and are certainly human beings, yet have been deprived of the rights associated with those statuses. A critical assessment of the debate regarding whether the rights conferred upon citizens are the only true barriers against abuse, or whether human rights have become a more effective protection. How the discourse around citizenship and human rights remains racialized, to the point where certain individuals are considered neither citizens nor humans, and therefore are potentially subject to abuse.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Studies in social justice - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Quest for Gender-Sensitive and Inclusive Transport Policies in Growing Asian Cities
This article presents policies by the World Bank and recommendations by the United Nations to improve conditions for women’s mobility in cities. Although these stress different factors affecting women’s experiences of traffic and transport, they all agree about the importance of enabling women’s mobility. However, gender-sensitive policies have been largely unsuccessful.This study uses the perspectives of development research and gender studies to examine economic and political initiatives and the way women act and interact with transport in local contexts. It facilitates critical reflection upon existing transport policies and suggests ‘how’ women’s needs may be effectively addressed.
This article presents policies by the World Bank and recommendations by the United Nations to improve conditions for women’s mobility in cities. Although these stress different factors affecting women’s experiences of traffic and transport, they all agree about the importance of enabling women’s mobility. However, gender-sensitive policies have been largely unsuccessful.This study uses the perspectives of development research and gender studies to examine economic and political initiatives and the way women act and interact with transport in local contexts. It facilitates critical reflection upon existing transport policies and suggests ‘how’ women’s needs may be effectively addressed.
- Curriculum connection:
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy)
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- Case study
- Discussion about how gender norms shape our idea of nationalism and internationalism - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Examining Canadian and Brazilian Educational Policy Through the Lens of Kymlicka’s Liberal multiculturalism
This paper tries to explore the implications of Will Kimlicka’s (1998; 2007; 2015) theorizing on liberal multiculturalism for educational policy in Canada and Brazil. Through exploring a series of case studies from Canada, including publically funded heritage language schools and Afrocentric programs, we try to show how liberal multiculturalism shifts the terms of educational debates away from a focus on the particular classroom practice of teachers, towards restructuring educational policy to address the unique needs of different ethno-cultural groups in society. Making ongoing links to Brazilian educational contexts, we highlight some of the unique challenges of introducing policies inspired by liberal multiculturalism in Brazil.
This paper tries to explore the implications of Will Kimlicka’s (1998; 2007; 2015) theorizing on liberal multiculturalism for educational policy in Canada and Brazil. Through exploring a series of case studies from Canada, including publically funded heritage language schools and Afrocentric programs, we try to show how liberal multiculturalism shifts the terms of educational debates away from a focus on the particular classroom practice of teachers, towards restructuring educational policy to address the unique needs of different ethno-cultural groups in society. Making ongoing links to Brazilian educational contexts, we highlight some of the unique challenges of introducing policies inspired by liberal multiculturalism in Brazil.
- Curriculum connection:
- 4.8: Evaluate the extent to which ideology should shape responses to contemporary issues
- 4.9: Develop strategies to address local, national and global issues that demonstrate individual and collective leadership - Suggested use:
- Case study
- Class discussion about liberal multiculturalism in the classroom
- Students can come up with ways to restructure educational policy (mock policy draft) - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Passing the Test? From Immigrant to Citizen in a Multicultural Country
Almost all Western countries have recently implemented restrictive changes to their citizenship law and engaged in heated debates about what it takes to become “one of us”. This article examines the naturalization process in Canada, a country that derives almost two thirds of its population growth from immigration, and where citizenship uptake is currently in decline. Drawing on interviews with recently naturalized Canadians, I argue that the current naturalization regime fails to deliver on the promise to put “Canadians by choice” at par with “Canadians by birth”. Specifically, the naturalization process constructs social and cultural boundaries at two levels: the new citizens interviewed for this study felt that the naturalization process differentiated them along the lines of class and education more than it discriminated on ethnocultural or racial grounds. While not representative, the findings of this study suggest that the Canadian state produces differentiated citizenship at the very moment it aims to inculcate loyalty and belonging.
Almost all Western countries have recently implemented restrictive changes to their citizenship law and engaged in heated debates about what it takes to become “one of us”. This article examines the naturalization process in Canada, a country that derives almost two thirds of its population growth from immigration, and where citizenship uptake is currently in decline. Drawing on interviews with recently naturalized Canadians, I argue that the current naturalization regime fails to deliver on the promise to put “Canadians by choice” at par with “Canadians by birth”. Specifically, the naturalization process constructs social and cultural boundaries at two levels: the new citizens interviewed for this study felt that the naturalization process differentiated them along the lines of class and education more than it discriminated on ethnocultural or racial grounds. While not representative, the findings of this study suggest that the Canadian state produces differentiated citizenship at the very moment it aims to inculcate loyalty and belonging.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Discussion on whether Canada truly accepts and encourages multiculturalism
- Discussion on what students constitutes a "real Canadian" - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Has Multiculturalism Really Failed? A Canadian Muslim Perspective
In recent years, claims that multiculturalism has created segregated communities, encouraged terrorism, and failed to foster shared national identities in western nations have gained popularity. In this paper, we use young Canadian Muslims’ lived experience of multiculturalism to reflect on this debate. Contrary to popular rhetoric, our interviews of 50 young Muslim adults show that many maintain a dual Canadian-Muslim identity by utilizing the ideology of multiculturalism, even though they are increasingly stigmatized for their religion. These findings lead us to problematize the discourse surrounding the ‘failure’ of multiculturalism and to highlight the contradictions within it.
In recent years, claims that multiculturalism has created segregated communities, encouraged terrorism, and failed to foster shared national identities in western nations have gained popularity. In this paper, we use young Canadian Muslims’ lived experience of multiculturalism to reflect on this debate. Contrary to popular rhetoric, our interviews of 50 young Muslim adults show that many maintain a dual Canadian-Muslim identity by utilizing the ideology of multiculturalism, even though they are increasingly stigmatized for their religion. These findings lead us to problematize the discourse surrounding the ‘failure’ of multiculturalism and to highlight the contradictions within it.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Discussion about what multiculturalism means to the students, what it has looked like in past classrooms
- Discussion about how 9/11 has impacted our perspective on certain ethnic/religious groups
- Discuss implicit bias and racism and how this plays into the author's perspective of failed multiculturalism - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
From Non-racism to Anti-racism in Social Studies Teacher Education: Social Studies and Racial Pedagogical Content Knowledge
In this chapter we argue that social studies education is rooted in a non-racist ideology that has been systemic within its history. Non-racism, the passive rejection of extreme racism in the form of behaviors, discourse, and ideology, effectively does little to transform our collective thinking about race. In fact, it reinforces racial structures and accepts terms of racism by being passive and silent about racial knowledge. Instead we propose that social studies promote more anti-racist frameworks for social studies education, which actively rejects institutional and structural aspects of race and racism. We highlight contemporary forms of non-racism and juxtapose them/these forms with anti-racist approaches. We conclude with concrete suggestions and insights into moving past non-racism and further anti-racism in social studies teacher education.
In this chapter we argue that social studies education is rooted in a non-racist ideology that has been systemic within its history. Non-racism, the passive rejection of extreme racism in the form of behaviors, discourse, and ideology, effectively does little to transform our collective thinking about race. In fact, it reinforces racial structures and accepts terms of racism by being passive and silent about racial knowledge. Instead we propose that social studies promote more anti-racist frameworks for social studies education, which actively rejects institutional and structural aspects of race and racism. We highlight contemporary forms of non-racism and juxtapose them/these forms with anti-racist approaches. We conclude with concrete suggestions and insights into moving past non-racism and further anti-racism in social studies teacher education.
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Discussion about the relationship between assimilation and globalization
- Discussion about biculturalism - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
1) To what extent should ideology be the foundation of identity?
The Unlearning Channel
The Unlearning Channel seeks to inspire critical awareness of white supremacy by challenging, re-contextualizing, and broadening perceptions of race, identity, culture and diaspora. We’re unlearning white supremacy—one podcast at a time. Hosted by Mel Vee & Jaqs Gallos Aquines.
The Unlearning Channel
The Unlearning Channel seeks to inspire critical awareness of white supremacy by challenging, re-contextualizing, and broadening perceptions of race, identity, culture and diaspora. We’re unlearning white supremacy—one podcast at a time. Hosted by Mel Vee & Jaqs Gallos Aquines.
- Curriculum connection:
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)
- 1.6: Explore themes of ideologies (nation, class, relationship to land, environment, religion, progressivism) - Suggested use:
- Podcasts that can be used to talk about anti-racism
- Listen ahead prior to sharing with students - Accessibility:
- Accommodations required
Me & White Supremacy
Leads readers through a journey of understanding their white privilege and participation in white supremacy, so that they can stop (often unconsciously) inflicting damage on black, indigenous and people of color, and in turn, help other white people do better, too. The book goes beyond the original workbook by adding more historical and cultural contexts, sharing moving stories and anecdotes, and includes expanded definitions, examples, and further resources.
Leads readers through a journey of understanding their white privilege and participation in white supremacy, so that they can stop (often unconsciously) inflicting damage on black, indigenous and people of color, and in turn, help other white people do better, too. The book goes beyond the original workbook by adding more historical and cultural contexts, sharing moving stories and anecdotes, and includes expanded definitions, examples, and further resources.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Resource to use for own personal and professional learning - Accessibility:
- Accessible for nonverbal and hard of hearing
Anti-Racist Work in Schools: Are You in it for the Long Haul?
Questions how and why schools are doing this work. Ensuring it isn't a box to check, but implementation of lasting, ongoing, meaningful anti-bias, anti-racist change in schools.
Questions how and why schools are doing this work. Ensuring it isn't a box to check, but implementation of lasting, ongoing, meaningful anti-bias, anti-racist change in schools.
- Curriculum connection:
- 1.1: Appreciate various perspectives regarding identity and ideology
- 1.3: Explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology) - Suggested use:
- Professional reading to reflect on anti-racism work in schools - Accessibility:
- Accessible for nonverbal and hard of hearing
2) To what extent is resistance to liberalism justified?
Multicultural Education vs Anti-Racist Education: The Debate in Canada
A debate is taking place about the comparative meaning and merits of multicultural education and anti-racist education. It has been asserted that multicultural education may prove to be a disservice to minorities because it interferes with the natural process of cultural adaptation to the environment. Multicultural education, has also been alleged that it ignores the institutional basis of domination and discrimination. This article examines some of the writing on multicultural education and anti-racist education to determine the components of each. An analysis is then made of at least one clear difference between the two approaches - multicultural teaching versus anti-racist teaching.
Multicultural Education vs Anti-Racist Education: The Debate in Canada
A debate is taking place about the comparative meaning and merits of multicultural education and anti-racist education. It has been asserted that multicultural education may prove to be a disservice to minorities because it interferes with the natural process of cultural adaptation to the environment. Multicultural education, has also been alleged that it ignores the institutional basis of domination and discrimination. This article examines some of the writing on multicultural education and anti-racist education to determine the components of each. An analysis is then made of at least one clear difference between the two approaches - multicultural teaching versus anti-racist teaching.
- Curriculum connection:
- 2.2: Appreciate how citizens and citizenship are impacted by the promotion of ideological principles
- 2.3: Appreciate that individuals and groups may adhere to various ideologies - Suggested use:
- Use for own professional learning to distinguish anti-racist education and multicultural education - Accessibility:
- Accessible for nonverbal and hard of hearing
The Indian Act
Information from the Indigenous Foundation at UBC about The Indian Act. Good source for research projects and general information.
Information from the Indigenous Foundation at UBC about The Indian Act. Good source for research projects and general information.
- Curriculum connection:
- 2.1: Appreciate Aboriginal contributions to the development of ideologies
- 2.11: Analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events) - Suggested use:
- Supplement information that can be used tot discuss the parameters of the Indian Act and how it affects Indigenous Peoples - Accessibility:
- Accessible for nonverbal and hard of hearing
4) To what extent should my actions as a citizen be shaped by an ideology?
Empowering Young People in the Aftermath of Hate
A tool for educators and families to utilize in order to help young people understand why violence, terrorism, and hate-based incidents occur. This tool provides some questions to ask kids after events happen to stir conversations about hate and how to challenge it safely and effectively.
Empowering Young People in the Aftermath of Hate
A tool for educators and families to utilize in order to help young people understand why violence, terrorism, and hate-based incidents occur. This tool provides some questions to ask kids after events happen to stir conversations about hate and how to challenge it safely and effectively.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Use to educate self on how to help students process racially motivated violence and hate based incidents
- Use as a way to integrate anti-bias education - Accessibility:
- Accessible for nonverbal and hard of hearing
The urgency of intersectionality - Kimberlé Crenshaw
Now more than ever, it's important to look boldly at the reality of race and gender bias - and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both. In this moving talk, she calls on us to bear witness to this reality and speak up for victims of prejudice.
Now more than ever, it's important to look boldly at the reality of race and gender bias - and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both. In this moving talk, she calls on us to bear witness to this reality and speak up for victims of prejudice.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.6: Analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy) - Suggested use:
- Use to introduce the concept of intersectionality and how it affects our perceptions of society and history - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
10 Ways Youth Can Engage in Activism
Ideas for bringing social activism into the classroom and outside of the school walls. These are lifelong skills and attitudes that teach students about citizenship and the ability to stand up to injustice. The strategies can be acted upon individually, organized together as a group and young people can join with a larger effort that is taking place locally or nationally. The tactics also bring opportunities for students to read, write, research, think critically and talk with each other.
Ideas for bringing social activism into the classroom and outside of the school walls. These are lifelong skills and attitudes that teach students about citizenship and the ability to stand up to injustice. The strategies can be acted upon individually, organized together as a group and young people can join with a larger effort that is taking place locally or nationally. The tactics also bring opportunities for students to read, write, research, think critically and talk with each other.
- Curriculum connection:
- 4.2: Exhibit a global consciousness with respect to the human condition and world issues
- 4.3: Accept responsibilities associated with individual and collective citizenship - Suggested use:
- Use these strategies in your classroom to promote social justice and activism in your class - Accessibility:
- Accessible for nonverbal and hard of hearing
#APeoplesJourney: African American Women and the Struggle for Equality
African American women have always been part of the African American struggle for full equality. Learn how early freedom fighters like Sojourner Truth, Harriet Tubman, and Anna Julia Cooper fought against multiple oppressions. Scholar Kimberlé Crenshaw explains how the intersections of these oppressions manifest today in the term she coined, "intersectionality."
African American women have always been part of the African American struggle for full equality. Learn how early freedom fighters like Sojourner Truth, Harriet Tubman, and Anna Julia Cooper fought against multiple oppressions. Scholar Kimberlé Crenshaw explains how the intersections of these oppressions manifest today in the term she coined, "intersectionality."
- Curriculum connection:
- 4.5: Explore how ideologies shape individual and collective citizenship - Suggested use:
- Use to shown to use how African American women are treated in society based on different intersectional identities
- Discuss what students learned about each of the African American thinkers and their ideas
- Highlight though these Black women have worked hard, so much work is still invested into the liberation of African American women's equal rights and opportunities - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Miscellaneous
What Anti-Racist Teachers Do Differently
How to be a teacher that Black students can look up to.
What Anti-Racist Teachers Do Differently
How to be a teacher that Black students can look up to.
- Suggested use:
- Use to inform anti-racist teaching practices in Social Studies - Accessibility:
- Accessible for nonverbal and hard of hearing
A Long Way to Go: Educators Perspectives of Multiculturalism and Racism in Alberta K-12 Classrooms
This report examines if racism is a concern in K-12 classrooms throughout urban and rural Alberta, and measures teacher knowledge and preparedness in the context of educating students on multiculturalism and racism.
This report examines if racism is a concern in K-12 classrooms throughout urban and rural Alberta, and measures teacher knowledge and preparedness in the context of educating students on multiculturalism and racism.
- Suggested use:
- Use to inform anti-racist teaching practices in Social Studies
Three Education Activities for Young People to Challenge Discrimination
Amnesty International's education network have shared three activities on human rights to empower young people to help challenge racism, stereotypes and prejudice, understand the individuals and communities at risk, and the consequences of discrimination.
Amnesty International's education network have shared three activities on human rights to empower young people to help challenge racism, stereotypes and prejudice, understand the individuals and communities at risk, and the consequences of discrimination.
- Suggested use:
- Set of activities to use and adapt in the classroom to promote anti-racism
AROC Tools & Resources
List of resources offered by Community Wise in Calgary for organizations looking to do more active anti-racist work.
List of resources offered by Community Wise in Calgary for organizations looking to do more active anti-racist work.
- Suggested use:
- Can use resources to learn more or use to have conversations with your students around anti-racism
Race Talk: Engaging Young People in Conversations about Race and Racism
As a society, public discussions about race and racism have increased in volume and intensity. Educators feel a sense of responsibility to bring these topics into their classrooms—because young people want to be part of the conversation and should be. If handled effectively, these discussions provide opportunities for timely learning.
As a society, public discussions about race and racism have increased in volume and intensity. Educators feel a sense of responsibility to bring these topics into their classrooms—because young people want to be part of the conversation and should be. If handled effectively, these discussions provide opportunities for timely learning.
- Suggested use:
- Use to inform anti-racist teaching practices in Social Studies
Why Microaggressions Hurt
Microaggressions are small, subtle forms of discrimination - Often conversations about them get dominated by people who say they’re “no big deal.” Which may make you wonder if you or other people are just being too sensitive when microaggressions hurt. This comic strip explains why.
Microaggressions are small, subtle forms of discrimination - Often conversations about them get dominated by people who say they’re “no big deal.” Which may make you wonder if you or other people are just being too sensitive when microaggressions hurt. This comic strip explains why.
- Suggested use:
- Use to inform anti-racist teaching practices in Social Studies
History of Racism in Canada
Teachers in British Columbia have produced this anti-racism video about the history of racism in Canada. It includes historical and contemporary examples of racism as well as positive changes in society. Finally, it urges teachers and students to be change-makers within our schools.
Teachers in British Columbia have produced this anti-racism video about the history of racism in Canada. It includes historical and contemporary examples of racism as well as positive changes in society. Finally, it urges teachers and students to be change-makers within our schools.
- Suggested use:
- Use to inform anti-racist teaching practices in Social Studies
Confronting Race and Colonialism: Experiences and Lessons Learned From Teaching Social Studies
Paper about the struggles of educators when teaching social studies, particularly in engaging students in how they think about the world and inspiring them to create change. It speaks to the lack of ability and knowledge teachers have in their own critical analysis of discrimination and how it shows up in their teaching and classrooms. Written by a teacher in Ottawa.
Paper about the struggles of educators when teaching social studies, particularly in engaging students in how they think about the world and inspiring them to create change. It speaks to the lack of ability and knowledge teachers have in their own critical analysis of discrimination and how it shows up in their teaching and classrooms. Written by a teacher in Ottawa.
- Suggested use:
- Use to inform anti-racist teaching practices in Social Studies
