Here’s to all teachers and educators returning to the classroom, wherever that might be for you. And what a first week it’s been. Below are some of our most popular posts that may be helpful as the new school year begins.
Teaching climate change? We will post information as soon as we have it on how to help Houston-area educators and students as they recover from massive flooding. (If this is you, and you have the bandwidth, please let us know what would be helpful, and we will amplify!) If you are currently on dry ground, here are resources for helping students encounter the basic science and impacts of climate change in the classroom.
Here are some things we’ve been reading amidst the onslaught of daily news. As always, our goal is providing resources that may be useful to teachers and/or students, whether in the classroom or in the larger world.
Common Sense Media has updated a previously-published article, “Explaining the News to Our Kids,” in light of the events in Charlottesville. The article includes tips and strategies for discussing difficult news with children by age-range, which we found particularly helpful.
With the nation still stunned from the horrific display of hate in Charlottesville, Virginia, over the weekend, families are once again faced with explaining difficult subjects to kids and teens. And as if hate speech, racism, and oppression weren’t enough, the president’s controversial remarks casting blame on “many sides” puts the burden on parents to educate their kids on the importance of tolerance.
In the meantime, technology is doing the heavy lifting — sending updates, tweets, posts, and breaking news alerts directly to our kids’ phones — long before parents have had a chance to digest the news themselves or discuss it thoughtfully with their kids. In many cases, kids aren’t at an age where they can make sense of these current events and are being thrust into a political debate that can seem scary or overwhelming. Often parents aren’t around to immediately help their kids make sense of challenging, upsetting situations.
From Chalkbeat.org, an excellent snapshot of the developing #CharlottesvilleCurriculum. Since doing this work, we’ve fallen in love with curricula like these, generated by careful curators and excellent crowdsourcing on twitter. Chalkbeat’s summary is worthwhile if you’re pressed for time, but we seriously encourage those who can to delve into the developing document itself.
Looking for help addressing Charlottesville in class? Dozens of other educators have your back.
In the wake of the racist violence in Virginia that left one protester dead this weekend, teachers took to Twitter with #CharlottesvilleCurriculum to share resources for addressing racism, hate, and history.
From the #CharlottesvilleCurriculum itself (a publicly-viewable Google doc):
This is inspired by the thread created by Melinda D. Anderson#CharlottesvilleCurriculum on Twitterin response to the White Supremacist/NAZI rally, violence and murder that took place in Charlottesville.
As educators, our job is to protect, support, love and educate all of our students. Anyone can add to this document. Please feel free to add & make your own copy. This is a working document.
Facing History has produced a series of videos and accompanying lessons that will introduce a rigorous study of the Reconstruction era into American history classrooms. Our video series includes interviews with scholars of the Reconstruction era who provide insight into this complex history and address questions of freedom, justice, equality, and citizenship that are at the heart of the Reconstruction.
We have also developed a complete unit that offers 16 lessons and many primary source documents. The unit, available in print, ebook, and free PDF, will guide students through a deep exploration of the Reconstruction era while enhancing their ethical decision-making and capacity for emotional growth.
More to come from us. If you have suggestions or additional material, please don’t hesitate to pass it along. And huge thanks to Claudia of Mindful Digital Life (among many other projects) for flagging these resources.
Kat Banakis is the Theologian-in-Residence at St. Luke’s Episcopal Church in Evanston, Illinois.
The Rev. Kat Banakis is the Theologian-in-Residence at St. Luke’s Episcopal Church in Evanston, Illinois. Her writing, preaching, and teaching explore how to be people of faith in this time and place. She is host and producer of The Holy Holy Podcast, an interfaith program on life’s large questions bringing together secular leaders with Jewish, Muslim, and Christian voices. She is the author of Bubble Girl: An Irreverent Journey of Faith (Chalice, 2013), which puts Christian systematic theology into an accessible, narrative form for personal and group reflection on how our stories are wrapped up in God’s story. Outside of St. Luke’s, Kat works in fundraising consulting for large non-profit organizations. She and her husband live in Chicago. Full disclosure: Kat and the Small Stones editors were college classmates.
Small Stones: We are picking people to talk to who are engaged in education at all sorts of different levels and worlds, and part of why you came up is because of the podcast work you were doing in the second half of last year, and because so much of what that podcast is, at least from my perspective, is very educational. And not in a way that’s didactic or anything like that, but it seems like it was educational for the participants, and it was educational for the people listening. It was a really great interfaith, intergeneration dialogue… and that feels very last-administration.
I’m curious, given that you recently had that role, how do you look at what we have happening now, in the civic world, that’s really invoking a lot of notes of conservative religious positions, too?
Kat Banakis: So Karl Barth is a mid-20th century theologian, and he talked about how when you preach, you always do so with the Bible in one hand and a newspaper in the other. And when I was putting together the first season of the podcast, I was really looking at, and to use a religious term, exegeting, my congregation, seeing that so many of the young families coming in had grown up in multi religious or non-religious households, and really for me to be a good pastor to my congregation, I needed to expand my aperture and purview of interfaith work. This was to be able to gain fluency, to be able to pastor to them, and also because I think that it is important in the public square to have interreligious dialogue.
But you also make a really good point that it was, to a certain extent, a situation of the time, in that there was this burgeoning—there’s always been interfaith work in the US, but particularly since 9/11, thinking about intra-Abrahamic initiatives has been very live. And so it was intentionally the sort of topics that bring people back to religion, broad topics, and then doing interfaith education around life issues, which as you point out, felt appropriate to the time, and creating a space for interfaith education around life topics.
“Whether I’m working with the teens, or with the college students, I’m always trying to ensure they are kind to themselves in the process.”
We are thrilled to present the first in a series of Small Stones Interviews, a conversation with educator LaQuisha Beckum.
LaQuisha (they/them) is a community college Psychology/Child Development instructor, currently at American River College, and a Program Coordinator with the Sacramento Youth Commission. They are also the president of the Board of Directors for the nonprofit Generation Reformation. Full disclosure: LaQuisha and one of our editors, Emily, were colleagues for several years at De Anza College. We caught up with LaQuisha in April to find out what they’ve been up to since the election and how the new administration, and its policies, are impacting their students.
Small Stones: So, you are the first person we’re actually talking to–thanks so much! How did you get into education, if we can start from the very beginning?
LaQuisha Beckum: I began my career as a camp leader back in 1996. I worked my way up to assistant site director, then site director receiving certification to work with 5-9-year-olds and 10-14-year-olds. That work was with the YMCA and lasted 5 years. During this time, I was also working as a TA for a professor at SJSU. I spent one year working at a teen center after leaving the YMCA, then went into research. I didn’t start teaching college until winter 2006 at De Anza College.
SS: So what are things are like right now for you, as an educator? You’re at American River now? Teaching psychology?
LB: Yes, I’m at American River College now. Students are hanging in there. I think they feel similar to the rest of us, without them having the historical notes we have. They are feeling anxious, afraid at times, hopeful (one teen told me that he hopes this will be a phoenix phase…things crumble only to be reborn into something better). I work with youth ages fourteen to nineteen AND teach at the college. Nothing that either group has said is vastly different.
SS: What historical notes do you think are most important? Fourteen-year-olds in particular have only really known one administration…
LB: I think above everything, is understanding systems…that these things aren’t created by individuals, that it’s a group effort! We can talk about the idiocy of Drumpf all day, but it took a messed up system to even make it possible for him to reach this rank of government.
SS: I remember being afraid about what would come next if he weren’t elected, wondering what the system would spit at us the next time.
LB: Exactly…they are familiar with Obama, but they probably didn’t realize he dropped three bombs an hour on the Mid-East in 2016.
I have been quite numb since he [Trump] won.
SS: The optics were way better, but bombs are bombs.
SS: How does it affect how you teach? I’ve been your student before in professional settings, so I know you connect with students well. Is that easier? Harder? More urgent? None of the above?
If you’re like we are and you find oral histories fascinating, you’ve probably encountered Studs Terkel’s Working. If not, you have a major treat in store. Terkel went around the country in the early 1970s, interviewing people about what they did all day. The result was an incredible collection, one that gave insight into the lives of a wide range of ordinary people. We can attest that it’s excellent for high school or college classroom use, whether in full or as excerpts.
Radio Diaries, in partnership with Project&, has now done one better and made some of Terkel’s audio tapes (via available for online listening. Check them out if you’ve ever been interested in hearing the voices that Terkel preserved so well.
So as we’ve been mentioning, we are gearing up for the next phase in our blog-life. As we’re doing that behind-the-scenes work, we thought we’d take today to feature some of our favorite Small Stones posts to date, with an emphasis on supporting your students emotionally during turbulent times.
It’s been quite the half-week in news. US strikes in Syria, terrorist attacks in Stockholm and then Cairo, and now a shooting at a school in San Bernadino, California.
Chances are your students may be feeling a bit on edge.
Here are some resources that we’ve found to help process violence with students, whether that violence takes place in schools, in the community, or in the world at large.
Next, student stress: what it is, what it can do, and how we can help students mitigate it in their lives, whether in the classroom or out in the world.
How do we deal with this? There are certainly times when taking direct action is the way to go, as Eva can attest. But what can we do when the burnout creeps in, life throws a few more stressors your way, and your entire family gets sick all at once (see: Emily)?
We’ve collected some resources that may be helpful in those burnout moments–some that can be done with students, and others that might be helpful to take on yourself.
Finally, talking politics and how educators can support students in both strong, analytical discussions while also helping them strengthen their empathy.
Maybe you’ve heard their snippets that pop up from time to time on NPR shows. Maybe you’ve seen the booth somewhere and wondered. Maybe you’ve even spent some time in there, in conversation with a loved one.
If none of these hypotheticals are true for you, you’ve got a major treat in store.
StoryCorps’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.
We do this to remind one another of our shared humanity, to strengthen and build the connections between people, to teach the value of listening, and to weave into the fabric of our culture the understanding that everyone’s story matters. At the same time, we are creating an invaluable archive for future generations.
For educators, the site is a treasure trove of materials. From a community college perspective, when Emily was helping students conduct oral history projects, a few resources in particular were invaluable.
Great Questions. There are pages upon pages of questions here, organized by general subject area, that you might want to ask as you conduct an interview. Categories include “Growing Up,” “School,” “Family Heritage,” “War,” and “Great Questions for Anyone.” Not doing an oral history project with your own students? These may very well be useful in the classroom in a lot of different contexts, whether in ice breaker games or as a way to “interview” a fictional character.
The Stories tab is an excellent place to begin if you’re introducing students to the whole concept of oral history or interviewing. Here you’ll find a curated sample of oral histories recorded in the StoryCorps booths. At the time of posting, there are stories up about garbage men, Japanese internment camps, adoption, and trans children. One that caught our eye this time around is titled “I Never Planned on Being a Leprechaun.” In Emily’s experience, nothing else helped students begin to understand the value of taking oral histories–and the responsibilities that go with it–better than hearing others doing just that.
The StoryCorps app. Maybe one of the best ways for non-professionals to interview others, you can use the StoryCorps app to plan, record, and archive your interview to the Library of Congress. Yes, archive–they are collecting stories, and yours can be one of them. Find the app here.
And there’s no need to have an immediate classroom use for any of this. We can testify that it’s completely possible to spend hours just listening to the material that’s here, free for all to access.