Curriculum

Navigating the Conversation K-2 Connection

Younger:
Children are Younger:
Provide as many opportunities as possible for students to talk rapidly noticing
and share about themselves and analyzing Family structures
the world
Ex: Discuss family structure and roles using photos from a recent trip. around them. All about me: introducing
how I identify
Conversations about identity need to be tied to actual
At this time of
experiences and hands-on activities Friends: the way we are
dramatic
alike and different
Ex: Creating a self-portrait using symbols to represent facets of identity. physical,
cognitive and Accessibility in the
Adult logic is not kid logic - be mindful of the desire to social change, community based on
impose adult logic on the conversation help your child physical ability
interact with
Ex: What hurt you most? assessing childs perspective when offended. Workers and jobs in our
age-appropriate
Historical conversations need to be closely associated with anti-bias content community
the present that directly
Ex: Tying day-to-day fairness to civil rights activists. connects to what Older:
theyre learning
Older:
in school. How things work
Create opportunities for students to pursue questions
Our community: access to
Ex: Creating a collage of concerns" about local areas of improvement. transportation
Model the counter narrative
Our community: access to
Ex: Does a princess need a prince? What other strategies could work? fresh food
Create community building activities that allow for students to
make connections with their peers Stereotypes in fairy tales

Adapted from Yardsticks by Chip Wood, Children, Race and Racism: How Race Awareness Develops by Louise Derman-Sparks, Carol Tanaka Higa, and Bill Sparks and Perspectives for a Diverse America by Teaching Tolerance
 IDENTITY
I know and like who I am and
can talk about my family and
myself and name some of my
group identities.
DIVERSITY
I like being around I know everyone has
I can feel good about
people who are like me feelings, and I want to get
myself without being
and different from me, along with people who are
mean or making other
and I can be friendly to similar to and different from
people feel bad.
everyone. me.

I can talk about interesting I know that all my group I want to know about I find it interesting that
and healthy ways that some identities are part of me other people and how groups of people believe
people who share my group but that I am always our lives and experiences different things and live
identities live their lives. ALL me. are the same and their daily lives in different
different. ways.
I see that the way my family and I do things is
I can describe some ways that I am similar to and
both the same as and different from how other
different from people who share my
people do things, and I am interested in both.
identities and those who have other identities.

K-2
I know my friends I know that life is easier for
have many identities, some people and harder for I can and will do something
I care about those who
but they are always others and the reasons for that when I see unfairnessthis
are treated unfairly.
still just themselves. are not always fair. includes telling an adult.

I know about people who I will speak up or do

I know when people helped stop unfairness and
are treated unfairly. worked to make life better for
many people.
I will join with classmates
something if people are
to make our classroom
being unfair, even if my
fair for everyone.
friends do not.

I know some true stories about how people I will say something or tell an adult if
have been treated badly because of their someone is being hurtful, and will do my part to
group identities, and I dont like it. be kind even if I dont like something they say or do.

JUSTICE ACTION
Adapted from Perspectives for a Diverse America by Teaching Tolerance