JHMS - Fighting Racism!

Courageous Conversation Week #2

2010-11-18T12:22:00.000-08:00

Reminder of our goals:

To create...

Equality
Understanding
Friendship
EMPATHY

To stop...

Racism
Judgement of ourselves and others
Using labels - reputations, "them" etc... CHECK out this article!
saying our names incorrectly!
Hiding ourselves from others due to fear of judgement

To share...

our feelings
emotions
reasons for our actions.

How will these meetings help up?

Be friends with everyone.
Show how it feels to be judged.
Learn more about our culture, parents, etc that will explain why we are the way we are.
Understand who we are, where we come from, what pain we feel and how that impacts how we act!
Remember to NOT JUDGE a GIRL by her COVER (skin, clothes, hair, actions).
Redefine what we stand for....Redefine "popularity"

Outcome:

We learned more about each other. When we learned about each other, we realized we are more alike than different! We realize that we only see the tip of the ice berg and there is so much more to know. What we don't know about each other is what helps us connect, be empathetic, and what helps us to be friends!!

Goal:

When someone tells me something "ify" about another person, I will say, "I wonder what is going on in their life that makes them act this way?"
Redefine popularity....
Think about the iceberg!

Courageous Conversations

2010-11-11T12:10:00.000-08:00

Why are we here?

To create equality
I want to clear up the racist feelings and statements.
I want to understand why some people are racist or think it's ok.
To stop racism.
To build understanding.
To end labels and get to know each other. (Read this article!)
To stop judgement.
To share our insides and become friends.

Where do we see division in JHMS?

Commons: before school, at lunch
At recess
In the hallway

What do we need to do? What should we think about? Bolded items are our topics this week!

Use names instead of labels.
Be friendly. Explore how to be friends.
Make up for our past mistakes.
Explore why there are "tables" or division in our school.
Figure out how to deal with "scary stuff".
Explore what creates stereotypes.
Explore how my outside looks and behavior affects others.
Explore how to deal with peer pressure and judgement.
How do we use our "status"?

Remember: We all judge. We need to recognize when we are doing it and not act on it negatively!

Tolerance and Prejudice projects

2010-11-07T07:36:00.000-08:00

1. President Obama's Race Speech.

2. Courageous Conversations Group:

What is racism? What is prejudice? How do I understand this better? (Powerpoint with info)
How do we feel about racism? (see some reporting)
Why should I have a Courageous Conversation about racism in JHMS?
Norms - and why they are necessary: Stay engaged, Expect to experience discomfort, Speak your truth, Accept and Expect a lack of closure,
7 Steps to having a Courageous Conversation:

Step 1) Choose someone you don't feel 100% wonderful or complete with, but would like to.
Step 2) Identify the truth/core of what you want to express. If you were to die today, but could pass a message to each person you know to clean up anything left incomplete, what would that message be? I suggest you list the people you have the strongest feelings about (positive or negative), and write down next to each name the message for them. (Working with a coach can help you get to the core of this, and ensure you are taking responsibility instead of blaming.)
Step 3) Identify the worst outcome you can imagine
Step 4) Accept that possibility (Let go of the thing you were holding on to e.g. money, being right, staying out of prison, not upsetting someone)
Step 5) Remember it's OK to feel uncomfortable - even terrified. Your vocal chords will probably still function. The greater the fear, the more you have to gain. The chances of you dying are normally quite low.
Step 6) Remember it's actually possible to have fun with this. After all - it's better than any rollercoaster you can imagine. You are truly living....
Step 7) Pick up the phone, share honestly, and take what you get.

After the Conversation? What then? The possibilities are endless:

Research project coming out of two stories. Can we link our stories to this one? What do we need to research and why? How will our stories build toward a more tolerant and ACCEPTING JHMS?
Peace Monument at JHMS? See this link

Sites to use for Peace Projects

2010-01-29T20:33:00.000-08:00

"So powerful is the light of unity
that it can illuminate the whole earth."
~Baha'u'llah
(1817-1892)
Iranian Philosopher

Civil Discourse:

To get ideas of how to discuss and debate controversial events, check out this Middle School Debate site.
Break down barriers between students in schools.
Welcoming Schools - 93-page guide to help teachers and admin improve their approach to family diversity, gender stereotyping, and bullying.
Books: A Young People's History of the United States by Howard Zinn;

Issues around the World:

Books: A Bite of Mango by ?; A Long Way Gone by Ishmael Beah; Transforming Lives: Turning Uganda's Forgotten Children into Leaders by Stephen Shames; Half Spoon of Rice (story of genocide in Cambodia) by Icy Smith

Immigration:

Teen Immigrants, Five American Stories to help students understand more about becoming American.
Linguicism: Linguistic profiling video, Linguistic Discrimination, read Sandra Cisneros' The House on Mango Street, especially "My Name".
A downloadable video game takes on the role of immigrants trying to find their way toward citizenship. In a world of complicated paperwork, naturalization scams, and detention without due process, gaining full citizenship is more challenging than most might think. The site includes information as well.
Books: Gringolandia by Lyn Miller-Lachmann;

Anti-bullying:

Anti-bullying website - see side bar
Welcoming Schools - 93-page guide to help teachers and admin improve their approach to family diversity, gender stereotyping, and bullying.
Books: Grumble Bluff (about girl bullying) by Karen Bessey Pease; Blue Mountain Trouble by Martin Mordecai;

Gender Stereotyping:

Read "Not True, Gender Doesn't Limit You"
Talk back to media with regard to sexist images in popular culture. Explore how 200 words or less can deconstruct some of the most disturbing sexist images today.
Welcoming Schools - 93-page guide to help teachers and admin improve their approach to family diversity, gender stereotyping, and bullying.
Books: Growing up in Hong Kong in the 1960s by Ching Yeung Russell;

Civil Rights

Learn more about the Underground Railroad.
The Resurgence of Hate - Video of brief history of KKK, Article "Rebranding Hate in the age of Obama", questions on Teaching Tolerance, also lesson Rhetoric of Hate
Racial Equity Tools.
A critique of white privilege and anti-immigrant bias in Australia and America.
Books: If You Come Softly by ??; The Biracial and Multiracial Student Experience by Bonnie M. Davis; The Good Ground of Central High: Little Rock Central High School and Legendary Coach Wilson Matthews (the perfect book for athletes interested in history and issues of social justice) by George M Cate; Border Crossing (multirace/ schizophrenia) by Jessica Lee Anderson; The Children in Room E4: American Education on Trial by Susan Eaton;

Learning Disabilities:

Books: That's Like Me: Stories about Amazing People with Learning Disabilities by Jill Lauren; The Don't-Give-Up Kid and Learning Disabilities by Jeanne Gehret, Some Kids Just Can't Sit Still by Sam Goldstein

LGBT:

Heart warming story about a cross country trip to talk to people about the meaning of hate crimes.
Books: Freaks and Revelations by Davida Willis Hurwin; Hate Crimes by Janell Broyles; Annie on My Mind by Nancy Garden; Nothing Pink by Mark Hardy;

Civil Rights Unit

2010-01-11T06:47:00.001-08:00

1. Read Jassiel's Story first. You need to leave a comment about how the story surprised you, made you think, caused connections, or changed your opinion about something. (Click on Student Story from the list on your left!)

2. You may choose between options A, B, C, or D.

For each assignment, you should read, watch, or think about the topics presented. Then you should prepare a reflection essay. For the essay plan form, click here. (You will need to scroll down to the plan forms in the Writing section. It should look like this: Paragraph Plan: Reflection Paragraph (used with Weekly Reader Assignment))

A. Read more about some key players during the Civil Rights Movement. You should be asking yourself, where are they now? What are they doing now? Are they the same? How have they changed?

Children's March in 1963: Overview, another overview,

Martin Luther King, Jr.: Biography and photos, MLK plus so much more about Civil Rights,

Gov George Wallace, governor of Alabama: Read his Segregation Now, Segregation Forever speech, Stand in the Schoolhouse Door Speech, Speeches and Photos, NPR story, or Wallace Remembered - written after his death.

Eugene "Bull" Connor, commissioner of public safety

Rev. Andrew Young, movement leader: more current Interview with Tavis Smiley,

Carolyn McKinstry and another article about Carolyn McKinstry Story

B. Using videos from United Streaming, watch one or more videos and write a reflection essay. For the videos, click here.

C. Identify 10 crucial global issues facing us today (i.e., hunger, world poverty...) Determine which issue you feel is most important and then rank them accordingly. Find an organization to go with each of your issues. (For example: AIDS walks, Cancer walks, Diabetes walks, Plant a Tree, Save a Whale, Read to Feed, Heifer Intl, or building SCHOOLS IN AFRICA etc.) For a comprehensive list of non-profits, click here for Good Search (This is also a good place to find issues!).

D. Fighting Propaganda and reading Critically.
~How do you know this is a hate site?
~Stand Strong against Hate - see interactive map
~Where are hate groups today? See Map

Story about Racism by Jassiel

2009-12-18T10:06:00.001-08:00

After you read this story, think about this article. What myths about immigration do you believe?

"Go back to Mexico, Beaner! F*&* YOU!"

"Shut up, you racist!" Pancho just wanted to punch them in the face. He wished they didn't exist.

It was a sunny day in Las Vegas, Nevada. Pancho was playing soccer with his friends. Soccer helped him because he was sad; his mom had recently died in a car accident. His mom was going to work; she was just getting in her car when a tow truck with no brakes crashed into her car. He had to move to Texas because his dad had the swine flu; he was in the hospital and the doctors told him that he was too old. He had to stay there because he could die. The only family Pancho had in the U.S. lived in Texas.

After he moved to Texas, his family didn't want him to go to school until he finished grieving the deaths of his parents. They didn't want him to stop studying, so they contracted a private teacher.

After a year passed, he went back to school. On his way to his first day in school, he was happy because he thought that everybody in school was going to be less boring than being stuck at home with his teacher. He was hoping to find a friend. He walked into school and stood by the door looking for a friendly face, but instead of finding a friend, he found racism.

A guy named Ted pushed him; he whispered to him, "Go back to Mexico, Beaner."

Pancho was so mad that he wanted to beat him up.

In math class, Ted was in his class. He pushed him again. Class started; the teacher said, ''We have a new student. Please be nice to him."

Ted said, "I don't respect beaners!"

Everybody laughed.

Pancho asked Tom, the guy sitting next to him, "Where does Ted goes after school?"

Tom told him, "To the football fields. Why do you want to know?"

"I want to beat him up."

Tom asked, "Why?"

Pancho told him, "Because he pushed me."

Tom was Ted's friend, and he told Ted. Ted was so scared that he didn't want to go to go to the football fields that day. Ted went to the office the next day and told the principal about what Pancho said he was going to do to him, but he forgot to mention what he had done to Pancho.

The next day the principal talked with Pancho. Pancho told him what Ted did and how he felt. The principal said, "Okay, no problem. Ted does that with all Mexican students."

Pancho complained to the principal, "Okay, but if he says or does anything again, I'm going to tell you first." Pancho didn't want to get into trouble for fighting, but he wanted the principal to know what was going on. He expected the principal to like this plan. He was in for a surprise.

The principal told him, "Okay, but Ted does that with all Mexican students, and I don't think he's going to stop."

Pancho was so mad that he didn't want to go to school the next day, but his aunt told him to go. When he told her about Ted, she said, "Do NOT get into a fight. Don't get yourself into trouble."

Pancho said, "It makes me mad."

She replied, "If you fight, you will get into trouble whether you are right or wrong. Just ignore him."

When he walked into school, he felt Ted push him again. He told him, "Don't go tell the principal or I will punch you, Little Girl."

Pancho told the principal and the principal suspended Ted for three days. When he was in his way out, he saw Pancho and told him, "You're going to pay for this."

Pancho didn't respond; he wanted to wait until Ted returned to school. In three days Pancho knew that he would beat Ted up. He predicted that Ted would come back mad and wanting to fight. Pancho wasn't worried about the fight; he was worried about punching him too hard and injuring him. For the next three days, he enjoyed school without Ted.

When Ted came back to school, he punched Pancho in the hallway. The fight didn't even wait for the football fields. They fought and fought and fought and fought and fought. Both boys were tired, when Pancho finally punched Ted and he fell to the ground. Pancho's foot was a jackhammer, pummeling Ted's face. Ted's nose was broken and bloody. The blood was squirting from his face and eye.

Tom punched Pancho because he was Ted's friend and he wanted to help him. "Stop! Stop right now!" he yelled at Pancho, ripping at his shirt.

Tom's voice was like a punch. It made Pancho stop kicking and realize what had happened. He looked down and saw blood, so much blood. He thought he had killed Ted. A part of him was happy, but a bigger part was scared.

After two weeks they returned to school, Ted apologized to Pancho, and Pancho said nothing. Ted and Pancho learned that racism hurts everyone. While friendship ends racism, they would not be friends. But, fear can create respect. From that day on, there were no more fights and no more racist remarks.

by ~ Jassiel

Glogs for National Hispanic Heritage Month!

2009-11-04T13:36:00.000-08:00

Check out our National Hispanic Heritage Month Glogs! If you need inspiration to help your community, write history, create awareness, break stereotypes, create new expectations, or become a role model for others, take a look at these famous Hispanics from our past and present!

Introducing....
Artists:

Salvador Dali by Yesenia and Salvador Dali by Jose

Picasso by Baruc

Musicians:

Ricky Martin by Francisco

Shikira by Cinthya

Joan Baez by Zamantha

Selena by Alex and Selena by Stefani

Activists:

Sonia Sotomayor by Ashley P

Larrazolo Ambrosia Octaviano by Danny

Julia Alvarez by Yolanda V

Athletes:

Nancy Lopez by Nancy

Oscar de la Hoya by Carlos

Actor:

George Lopez by Marco

Writers:

Julia Alverez by Yolanda

Gary Soto by Juan

Parent Night Acknowledgments:

This year, the 8th grade students have studied ancient cultures from Mexico and South America. Our 6th and 7th graders have studied Hispanic leaders from our past and present. We've also read current events articles about the current state of Latinos in America. And, we've discussed the possibilities that exist in Jackson. A study of heroes is always interesting, but it isn't until we apply those same characteristics to ourselves and the people around us that we find inspiration and motivation. To only study heroes is to place success "out there". Our goal is to help our students recognize not only the powerful people who have paved the way, but the people, YOU - their parents, who continue to show them the way. If we do that, we can help our students tap into their inner resources to insure they find their way.

Our students would like to acknowledgement YOU:

Stefani: My mom is my role model because she is a hard worker. She’s awesome.

My dad raises my expectation of my future because he says that everyone can reach high goals – especially if you are Latino.

Nancy: My parents are my role models because they inspire me to study and be a good student.

Cinthya: My mom is my role model because she inspires me to not give up on my goals.

Francisco: My mom inspires me because she tells me, “Don’t give up!”

Zamantha: My parents are creating new expectations because they expect more of me. They don’t want me to get C’s, they want me to have all A’s. They encourage me to study for tests and not watch a lot of TV. My parents say, “Don’t give up! If you get good grades, you’ll get a good job!”

Marco: My mom is awesome. She broke down stereotypes by not dropping out of school. She went to college and became a hairdresser. After all these years, she bought a salon just across the street from K-mart. Her success inspires me.

Alex: My mom is my role model because she inspires me to help my sister on her homework and to help everyone. I feel proud when I help others. My dad inspires me to work hard and not goof off.

Danicia: My parents are my role models because they both have their own companies. They are the bosses. Instead of taking advantage of the fact they are the boss, they are not lazy, they wake up early and go to work just like their employees do. They inspire others.

Carlos: My dad is my role model because he shows me how to do construction. He doesn’t give up, so I won’t either. My mom helps our community by volunteering for the PTA. She makes our schools better. She sold pumpkins in the pumpkin sale. I’m proud of my parents.

Maria: My familty – in different ways – inspire me to not give up on my dreams. My brother is working and working hard in school. My sister tells me, “Don’t drop out, you’ll get a better job. You will be able to be a doctor or teacher.” My dad shares about his past and this makes me feel good about my life. He tells me, “Try to improve so you can learn more.” My mom tells me, “Look forward!” My family inspires because they believe in me.

Juan: Instead of being shy and not working, my mom is not a bit nervous. I have discovered that she wants to learn many things: English and cooking. She is a lifelong learner. My dad has been in Jackson for 11 years. He has two jobs, which is a big responsibility. He never gives up. He is smart and always active. They inspire me to be the same.

Yolanda: My dad helped the community when he was a police office in Mexico. He protects other people, which is why he is overprotective of me. I will always be his little girl – though it wouldn’t hurt if he realized I was 13 years old! My parents are my heroes. They make me feel better. When they encourage me, they make me feel like I am on top of the world. They once said, “Never give up. Always follow your dreams! No matter what, we will always be here for you.” I love them.

Ashley P: My dad helps our community by building homes in a lot of places. My dad works with many different people. He is fun and sometimes he buys us what we want. My mom is a role model because she shows me how to cook and encourages me to finish school. I want to finish high school and go to the University in Mexico. My parents believe in me.

Nidiyare: My mom and dad create new expectations because when they come to conferences, they expect a lot from me. They have high expectations for me all the time. My mom is my role model because she helps my family in everything, and she brings in money, so we live better. My dad is also my role model because he supports my family.

Alejandra: My mom is inspirational to me because she buys me new books at the book fair. I am proud of myself for reading Emako Blue. I discovered that some books are not boring and I now know that I want to read more books like that one. My mom supports me because she believes I am a reader and buys me books. Reading more will make my future brighter.

Adalid: My mom is my role model because she always tells me, “Do your best.” She also gives me advice. She believes in me and helps me to be a good student, so I can go to college.

Emmanuel: My mom and dad inspire me; they want me to graduate from college, so I can have a better and easier life than they did. They don’t want me to suffer like they did when they were children and even now when they try to find work. They want me to speak English, learn other languages, and work hard in school so that I can graduate and have a great job.

Yair: My mom and dad are my role models because they have high expectations about my grades. They give me prizes and rewards when I get good grades. They always tell me to do my best. They keep me motivated!

Janet: My parents are my role models because they are hard working. My mom inspires me to move forward. She reminds me to try hard and never give up. I did that this year in volleyball, and I succeeded.

Aridai: I am proud of my parents because they have worked hard to bring us to the USA and to keep moving forward. They have patience with us. My mom and dad care about us. They are good parents for my brothers, sisters, and me. I know it is hard for them to keep working so hard, but they have us to help them. I thank God for the wonderful parents he has given to me, for all he has given to me.

Jassiel: My friends inspire me because they are funny and make me laugh a lot.

Axel: I am breaking stereotypes by getting good grades! My mom and dad help the community by recycling. My parents inspire me by supporting my love of music. They buy me guitars and bases and amps. They help me a lot when I have a show. My mom says, “You can do it!” and my dad taught me how to sing. Thank you, Mom and Dad, for supporting me and introducing me to music. Music is my life.

It is important that we work together to avoid some of the unnerving statistics that face our children. Across our nation, 50% of Latino Students drop out of high school… However, Jackson is a special place. This statistic doesn’t have to be real here. There are resources - both human and financial - that can help make this true. But we also have to work together to be sure the resources aren't lost.

Yolanda and Juan's response to this article and its statistics:

Yolanda: "I never realized that so many Hispanics drop out, and the effect this has on their futures. I want to go to college and have success in my future. I now know that if you drop out of high school, you completely change your future. I want my parents to know that I can succeed. I want my mom to know that she is right; my education is very important. I would like to thank my parent for pushing me toward my future goals.

I discovered that this year I'm getting better grades. I know it is because English is getting easier, but I'm working harder. I can't believe it's my choice to decide what my grades - and my future - will be. I now want to focus on my education. I never realized I have that power.

When I learned that my brother was struggling in kindergarten, I decided I would read to him more. This will help him learn more and more. I discovered that my brother is confused by English and Spanish...it's not about what he is learning. I now know that I can and will help my brother succeed. I want to be a good example for my brother. I want a good future so that one day I'll be my brother's role model. I am going to go to college."

Juan: "I learned that if we want to have a college degree, we can because we live in an awesome town." Let's work together to make sure our kids get to choose their future. Let's work together to get them through high school and into college. We can do it, we just need to work together.

Hispanic Heritage Month

2009-08-29T08:09:00.000-07:00

Did you know September 15 - October 15 is designated Hispanic Heritage Month?

We are going to help JHMS become more educated! Go to our webquest to find your assignment!

2 new sites to find information:

1. For more information about, go to ProCon.org to read about different controversial issues about immigration and other topics your famous people fought against. It fosters critical thinking by providing quality research on hot-button issues in an unbiased pro and con format.

2. CNN Special: Latino in America - The Garcias

Check out the program online
Check out the Facebook Page
There are many links at the bottom of the page. See what is happening in the news today.

~ STOP ~
Go to the webquest now!
Below are more sites if the webquest isn't enough!!

1. Go to "Classroom Resources" section of the AFT site, and then go to the Hispanic Heritage Month resource section. There is a lot of information about Sotomayor's trailblazing accomplishments! (Maybe more for teachers?)

2. Check out the "Kids Corner" of the Smithsonian Institute online! This has a great virtual field trip for students.

3. Teacher Vision - "a gold mine for teachers!"

4. The Library of Congress provides a place for many agencies and groups pay tribute to the generations of Hispanic Americans who have enriched our nation and society.

5. Great activities and resources for Hispanic Heritage Month from InfoPlease!

6. Education World - contains trivia, biographical links for projects, and other really good sites for activities.

7. National Register of Historic Places...lesson plans for teachers.

8. Colorin' Colorado - a calendar of celebrations worth checking out.

***check this one out:
lease check out this OUTSTANDING resource, free from WYLD.

Go to the Media Center Homepage http://jhmsteton.sharpschool.com/media_center/
Click on WYLD (second box, second row)
Click the S
Click on "SIRS Researcher"
On the top portion of the page are four tabs.
Click on the 4th tab that says "Database Features"
Click on Curriculum Pathfinders
On the yellow bar, click on your subject matter (Math, Science, Social Studies, LA, Fine Arts, Health)

This database contains an hundreds of ideas, tools, and links for curriculum topics. It is generously provided for us by the State.

Always wondered about what is politically correct or what all these "names" mean?
1. Hispanic - used by Cubans, Puerto Ricans and other Caribbean people who consider their cultural heritage linked to Spain.

2. Latino (Latina for women) - used by descendents of Latin America (Mexico, Central America, and South America).

3. Chicano (Chicana for women) - used by people of Mexican ancestry wishing to distinguish their heritage from those of other Latin American countries. The term Mexican-American is becoming a popular replacement.

4. Hispaño (Hispaña for women) - used by the direct descendants of Spanish conquistadors and other Spanish settlers of the US southwest (who did not immigrate from Latin America).

Documentary

2009-08-26T17:56:00.000-07:00

Do you want to be in our Documentary about Race in Jackson Hole?
We'd love to have your voice represented!

We will explore the following questions:

1. Is there racism in Jackson schools?

2. What does RACE mean to you?

3. What messages (words, actions) hurt?

4. What messages (words, actions) heal? help?

5. What goals should Jackson schools have regarding race and racism?

Please let contact either Mr. Miller, Mr. Paciulli, or Ms. Rooks if you are interested.

I have a Dream activity....Dream a new Millennium.

10 Simple Things You Can Do!

2009-08-26T16:55:00.000-07:00

Look at these Teacher Tools for ideas.

AND

Ideas paraphrased and adapted from
"Ten Simple Things You Can Do To Improve Race Relations"
by Charles A. Gallagher

Do you want to improve race relations in the world?
YES!?
Here are 10 simple things you can do:

1. Talk to your friends and family. Especially if someone is overtly racist or uses stereotypes, politely and without judgment, ask them questions and share your thoughts.

2. Avoid Stereotypical Language - be mindful of words like "all" or "always". These types of words should cause a red flag to go up.

3. Racism is NOT funny. Don't tolerate racist jokes. Saying, "I don't think putting other people down is funny," is a good strategy.

4. Be Introspective. How can we live our lives so social or peer pressure do not push us toward racist, prejudiced, or bigoted beliefs or actions? If you are a bystander, ask yourself why. If you let a racist joke be told, ask yourself why. What stopped you from speaking up?

5. Be a Good Citizen - Vote or Participate in Elections until you can. Make sure you take time to find out candidates' positions on policies that have implications for race relations. Tolerance.org has a lot of information about politicians and hate groups.

6. Be a "Critical Reader, Viewer, and Listener" - When you watch TV and movies or while you read books, magazines, internet sites, or while you listen to music, be critical. What stereotypical images or messages are you getting about ethnic and racial groups and/or gender? How are racial and ethnic groups and/or the different genders being represented? "The mass media provides the images, symbols, and narratives that shape the way we understand society (Gallagher)." How is mass media trying to manipulate you?

7. Learn Your Family's and Community's History. Learn about race relations in your community. How has it changed? How has race influenced your family members? "Your elders are resources. Talk to them about the past and the present (Gallagher)."

8. Teach Through Example. Be a positive role model for your friends and all the younger - and older - people in your life. Often times children and especially GRANDchildren can more influence the thinking of the generations that came before. YOU are the future! Show us all the way.

9. Step Out of Your Comfort Zone. Involve yourself in activities that place you in an environment where you are exposed to people of different racial and ethnic backgrounds. Where do you sit during lunch? Is this a time to reach out and make new friends?

10. Know Thyself. Consider the following questions:

Do you live in a community that is racially homogeneous?
Outside of school, is your life composed of people who look like you?
Are you best friends all the same race?
In what ways is your school segregated?
How has your upbringing influenced your racial attitude?
How might being in the minority shape a person's point of view? self-esteem?
Have your ideas of race ever changed? What happened to change them?

Passage from Guardian by Julius Lester:
"...this is a novel about identity. Whom and what we identify ourselves with determines our characters, determines who we are, and what we do. Whose opinion matters to you most? When you know that, when you know whom it is you most care about pleasing, you know who you are. We make choices every day that shape the content of our characters (p 127)."

"If you're not part of the solution, You're part of the Problem."

Quotes to consider:

2009-08-26T16:41:00.000-07:00

Vincent Rocchio, "Racism is something that people can transcend through friendship."

Fredrick Douglass, "People are asking me about the race problem.... I know of no race problem. The great problem that confronts the American people to-day is a national problem -- whether this great nation of ours is great enough to live up to its own convictions, carry out its own declaration of independence, and execute the provisions of its own constitution. (1893)"

Bertrand Russell, "Collective fear stimulates herd instinct, and tends to produce ferocity toward those who are not regarded as members of the herd."

Franklin D. Roosevelt, "Remember, remember always, that all of us, and you and I especially, are descended from immigrations and revolutionists."

Harry A. Blackmun, "In order to get beyond racism, we must first take account of race. There is no other way. And in order to treat some persons equally, we must treat them differently."

Martin Luther King, Jr., "I look forward confidently to the day when all who work for a living will be one with no thought to their separateness as Negroes, Jews, Italians or any other distinctions. This will be the day when we bring into full realization the American dream -- a dream yet unfulfilled. A dream of equality of opportunity, of privilege and property widely distributed; a dream of a land where men will not take necessities from the many to give luxuries to the few; a dream of a land where men will not argue that the color of a man's skin determines the content of his character; a dream of a nation where all our gifts and resources are held not for ourselves alone, but as instruments of service for the rest of humanity; the dream of a country where every man will respect the dignity and worth of the human personality."

Franklin Thomas, "One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings."

Jack Paar, "Immigration is the sincerest form of flattery."

I swear to the Lord
I still can't see
Why Democracy means
Everybody but me.
~Langston Hughes, The Black Man Speaks

Racism is man's gravest threat to man - the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel

Martin Luther King, Jr., "Let us all hope that the dark clouds of racial prejudice will soon pass away, and that in some not too distant tomorrow the radiant stars of love and brotherhood will shine over our great nation with all their scintillating beauty."

Do you have an inspirational quote that should be included?
If so, give it to Ms. Rooks and she'll add it to this post!