In this lesson on Family Ties from Teaching Tolerance, students will critically evaluate media messages on the issue of immigration and families, illustrate a narrative, and prepare and conduct an interview and debate on how undocumented status affects the day-to-day lives of immigrant families, particularly women.

In this lesson, students will discuss and write messages about how it feels to be grouped or identified by gender. Then, students will work in groups to record and discuss messages shared with others in the class.

In this lesson from Teaching Tolerance, students will explore the concept of what it means to be an American and analyze how the changing demographics of the United States impact the American identity. Additionally, students will reflect on important concepts from the central text and encourage thinking among peers about how the “face of America” is changing and what that means in their lives and for our nation.

In this lesson students will determine the importance of activism and change within their own and other communities through peer-to-peer or small-group dialogue; begin to identify what determines action is needed in a community through a facilitated large-group dialogue; use dialogue to identify and describe issues within their own and other communities.

Students will explain factors that influenced the movement of people over time by examining the correlation between indentured servitude in the early American colonies and undocumented immigration today. They will understand how demographic trends, such as push and pull factors, lead to conflict, negotiations, and compromise in modern societies.

In this fifth lesson from Teaching Tolerance's Curriculum Unit for The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander, students will explore how Jim Crow laws functioned as a mechanism of racialized social control. Students will examine how racial hierarchy adapted and persisted after desegregation.

In this ninth lesson from Teaching Tolerance's Curriculum Unit for The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander, students will identify similarities and differences between Jim Crow and mass incarceration and reflect on connections between mass incarceration and their own lives and communities.

This lesson revisits the original nine African-American children who broke the color barrier at Central High School in Little Rock, Arkansas in 1954. Lessons include close reading and analysis of news reports, television news accounts and writing assignments.

In this lesson, students will understand the importance of self-reflection and how it helps improve observations, understanding, and communication with others in our community.

In this lesson, students read a story about body diversity and discuss the different shapes and sizes that people come in. They make body tracings that celebrate their unique shape and size, and talk about ways to keep their bodies healthy through good nutrition and activity.

In this lesson, students will use the individual experience of Mary McLeod Bethune to analyze choice, its affects on social equality, and impact on their own life experiences.

In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.

For this activity, students participate in activites to demonstrate how they are similar and different.

In this lesson, students will recognize and discuss the role of protest songs in the Birmingham youth movement. Then, they will identify their own political agendas and write protest songs.

For this activity, students identify different aspects of culture and interview a family member to learn about their cultural history. Students also identify why aspects and traditions of their cultural history are important and how they contribute to society, understand, appreciate and respect differences and similaritiies among classmates' cultures.

For this activity, students learn about different types of families and exhibit pride in their own unique family without judging other families. Students will also understand, appreciate and respect differences and similarities in their classroom and school.

In this lesson, students discuss the meaning of “A More Perfect Union,” a speech about race made by then-Senator Barack Obama, during the 2008 Democratic primary campaign. Students will also examine and assess how textbooks position groups differently in our national historical narrative — and how this positioning affects our understanding of ourselves.

In this lesson from Teaching Tolerance, students will identify Pauli Murray, her accomplishments and her political activism. Additionally, students will distinguish between “Jane” and “Jim” Crow. Using the provided handout, classroom discussion, and a short written response, students will analyze the connections among civil rights, women’s rights, and gay rights.

This lesson begins by helping students understand the connections between poverty and unemployment. Students participate in a game of musical chairs that simulates the job market, helping them see that one reason for poverty is that there are not enough jobs for everyone who wants one. Then they explore other factors that also contribute to poverty—education and geography, for example—that are part of the legacy of discrimination in this country. They find that African Americans and Hispanics are more likely to be unemployed, and more likely to live in poverty, than white or Asian Americans. In subsequent lessons, students explore more deeply the ways that poverty affects people, and how it perpetuates inequality in the United States.

In this lesson, students explore the causes of poverty in the United States and the structural factors that perpetuate it. Students will examine the ways poverty is closely related to economic and political policy, and will work to discover why it disproportionately affects members of nondominant groups—that is, groups that historically have been oppressed.