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  • Class Actions Screening Questions, Part 3: California
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary: Bullying Support Upstander Bystander Guidance counsellor Questions:
  • Kiki Vo - FORGIVE
     
  • Florence Jones - EMBRACE CULTURE
      Florence Jones (1907-2003) was the spiritual leader and chief healer of the Winnemem Wintu tribe of Northern California. The Wintu have called the McCloud River Watershed near Mount Shasta home for more than 1000 years, but were not provided a reservation as gold miners and pioneers drove them away in the name of industry. Although the Wintu’s numbers have dwindled from over 14,000 when contact with non-Natives was recorded to only 395, Jones has been at the forefront of a fight to save sacred sites and their way of live.
  • Activity Guide: Documenting Communities through Interviews and Film
    The students profiled in this video acted as documentarians for their local community and its changing demographics, attitudes and experiences. The students used this data to inform their efforts to promote mutual respect and equality in their school. Providing students with the opportunity to research and explore the history of civil and social justice issues in their own communities can be a powerful tool for learning and reflection.
  • Class Actions: Post-Screening Activities
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher
  • Not In Our Town: The Billings Story
      SUGGESTED QUESTIONS FOR STUDENTS AFTER READING THE CHRISTMAS MENORAHS, VIEWING NOT IN OUR TOWN, OR VIEWING OR PERFORMING PAPER CANDLES. By Janice I. Cohn Fighting Bullies         The residents of Billings stood up to bullies despite the risks.
  • The Royal Chicano Air Force
      The Royal Chicano Air Force (RCAF) is an artistic collective based in Sacramento, California.  It was founded in 1969 to express the goals of the Chicano civil rights and labor organizing movement of the United Farm Workers. Its mission was to make available to the Chicano community a bilingual/bicultural arts center where artists could come together, exchange ideas, provide mutual support, and make available to the public artistic, cultural, and educational programs and events.
  • Class Actions Screening Questions, Part 3: California
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary: Bullying Support Upstander Bystander Guidance counsellor Questions:
  • Class Actions Screening Questions, Part 2: Indiana
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary: Hate crime Anti-semitism Hanukah Menorah Rabbi   Questions: How does one hate crime affect an entire community? What strategies did Bloomington United use to fight against the hate crime? When the rabbi was given a ball at the school basketball game, what message did that send to hate groups? What can we learn from Bloomington United? What risks do people in this part of the film take by acting? Why is it worth it for them to take those risks?  
  • Class Actions Screening Questions, Part 1: Mississippi
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary:   KKK Confederacy Segregation African-American Dixie Questions: How would you feel as a student of color at Ole Miss while students chant “The South Will Rise Again”? How do you feel about the student group who met to fight against the discriminatory chanting? How do you feel about the chancellor’s decision to stop the discriminatory chant at the football games? Here are the words of the University of Mississippi Creed. What does it mean to you?  
  • Class Actions: Pre-Screening Activities
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Journal 1: Your friend is in an empty hallway (no teachers) being verbally attacked by some older, tougher students because of his different style of dress. What would you do? How would you feel? Why? (Pair/share when finished)
  • Lesson Idea: “Students Take On Cyberbullying”
    Created by Facing History and Ourselves   Overview   In this lesson idea, the short video “Cyberbullying” is explored through teaching strategies such as pre-viewing, anticipation guides, four corners, evaluating Internet resources, fishbowl and levels of questions. By learning about cyberbullying and how students in Watchung are taking a stand against online bullying, students may think more deeply about this in their own community.   This lesson is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone.   Materials   Paper
  • Facing History and Ourselves Lesson Plan: NIOS Next Steps: Projects and Assignments
    Facing History and Ourselves combats racism, antisemitism, and religious prejudice by using history to teach tolerance in classrooms around the globe. This lesson idea is part of a collection of resources Facing History and Ourselves has developed to support classroom use of Not in Our School materials. Other resources in this collection include:
  • Facing History and Ourselves Lesson Plan: Youth Leaders Share Strategies for Standing Up to Hate
    Facing History and Ourselves combats racism, antisemitism, and religious prejudice by using history to teach tolerance in classrooms around the globe. Many teenagers feel like they have little influence on the world around them. Yet, throughout history, young people have also played an important role in their communities and in social change movements. For example, high school students were a driving force behind the U.S. civil rights movement and the anti-apartheid movement in South Africa.