Equity and Inclusion Lessons

  • Equity and Inclusion Lessons #4: Diversity

    Posted by Abby Rotwein on 3/16/2022

    Equity and Inclusion Lessons #4: Diversity Kindergarten - 8th Grade

    Kindergarten Diversity Lesson 2

    Objectives: 

    • Students will be able to explain the purpose of greetings.
    • Students will be able to explain how greetings are similar and different around the world.

    ODE Social Science Standards:

    • ​​K.1 Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences. 
    • K.3 Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability. 
    • K.11 Examine culturally significant traditions, celebrations, days, and places including those from cultures that are currently and historically marginalized.
    • K.17  Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others. 

    Mentor Text:  “How People Greet Each Other Around the World” Slideshow

     

    1st Grade Diversity Lesson 2

    Objectives: 

    • Students will be able to identify effective ways to communicate personal boundaries and show respect for the boundaries of others.

    ODE Health Standards:

    • HE.1.1.10 Explain that everyone has the right to say who touches their body, when and how. 
    • HE.1.1.12 Identify a variety of ways people express affection within various types of relationships
    • HE.4.1.6 Identify effective ways to communicate personal boundaries and show respect for the boundaries of others.

    ODE Social Science Standards

    • 1.13  Examine and understand your own self-identity and how it fits with the identity of the family, school, and the local community.

    ODE Oregon Holocaust and Genocide Mandate Standards:

    • 1.13 Understand, affirm, respect, and celebrate the diversity of individuals, families, and school communities.

    Mentor Text:  “Don’t Hug Doug” by Carrie Finison

     

    2nd Grade Diversity Lesson 2

    Objectives: 

    • Students will learn about ways to be inclusive towards people with disabilities. 

    ODE Health Standards:

    • HE.1.2.9 Describe how they can be a good friend. 
    • HE.1.2.13 Explain bullying and teasing and why bullying and teasing are inappropriate behaviors. 

    ODE Oregon Holocaust and Genocide Mandate Standards:

    • 2.3 Evaluate how individuals, groups, and communities manage conflict and promote justice and equity.
    • 2.16 Identify a variety of diverse individuals, groups, and circumstances that had an impact on the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender).

    Mentor Texts: “Our Friend Mikayla” by Mikayla’s 3rd Grade Class & Mikayla’s Life and Inclusion video

     

    3rd Grade Diversity Lesson 2

    Objectives: 

    • Students will be able to recognize gender stereotypes in the way toys are marketed.
    • Students will be able to promote gender inclusivity.  

    ODE Social Science Standards

    • 3.4  Describe the use of stereotypes and targeted marketing in creating demand for consumer products. 
    • 3.11 Describe how the inclusion or exclusion of individuals, social and ethnic groups, including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups has shaped events and development of the local community and region. 

    ODE Health Standards:

    • HE.1.3.11 Recognize differences and similarities of how individuals identify regarding gender or sexual orientation. 
    • HE.1.3.12 Recognize the importance of treating others with respect regarding gender expression and sexual orientation.
    • HE.2.3.6 Recognize how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
    • HE.7.3.4 List ways to treat yourself and others with dignity and respect, with regard to race, ability, other identities, gender, gender identity, and sexual orientation.
    • HE.8.3.3 List ways students can work together to promote dignity and respect for all people. 

    Mentor Text: Slideshows of advertisements

     

    4th Grade Diversity Lesson 2

    Objectives: 

    • Students will be able to examine the cost of living in major cities in the United States
    • Students will be able to make a budget
    • Students will be able to think about minimum wage 

    ODE Social Science Standards

    • 4.4  Examine the consequences of power and privilege on issues associated with poverty, income, and the accumulation of wealth. 
    • 4.5 Analyze different buying choices and opportunity costs. 
    • 4.6 Demonstrate understanding of needs and wants using a budget. 
    • 4.13  Identify and explain how discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon. 

    Mentor Texts: Contemporary cost of living websites, Newsela

     

    5th/6th Grade Diversity Lesson 2

    Objectives: 

    • Students will be able to think about characteristics they ascribe to either boys or girls.
    • Students will be able to identify and discuss gender stereotypes.
    • Students will be able to talk about ways stereotypes can result in unfair or even harmful situations.

    ODE Social Science Standards

    5th:

    • 5.27 Identify characteristics of an event, issue, or problem, suggesting possible causes and results. 
    • 5.28 Propose a response or solution to an issue or problem, utilizing research, to support the position. 
    • 5.29 Use a range of collaborative procedures to make decisions about and act on civic issues or problems. 

    6th:

    • 6.4  Identify and analyze historical and contemporary means that societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
    • 6.17 Identify and examine the roles and impact of diverse groups of people (social roles, political and economic structures, and family and community systems) across indigenous civilizations. 

    ODE Oregon Holocaust and Genocide Mandate Standards:

    5th:

    • 5.21 Identify issues related to historical events to recognize power, authority, and governance as it relates to systems of oppression and its impact on ethnic and religious groups and other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes). 

    6th:

    • 6.17 Identify and examine the roles and impact of diverse groups of people (e.g. gender roles, social roles, political and economic structures) within the countries of the Western Hemisphere. 

    ODE Health Standards:

    5th:

    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others.
    • HE.8.5.5 Demonstrate ways students can work together to promote dignity and respect for all people.
    • HE.1.5.12 Discuss ways of expressing gender. 
    • HE.2.5.6 Provide examples of how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
    • HE.4.5.5 Demonstrate ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations. 

    6th:

    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others. 
    • HE.8.5.5 Demonstrate ways students can work together to promote dignity and respect for all people.
    • HE.2.6.19 Investigate external influences that have an impact on one’s attitudes about gender, sexual orientation and gender identity. 
    • HE.4.6.5 Identify how to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations. 

     

    7th/8th Grade Diversity Lesson 2

    Objectives: 

    • Students will be able to reflect on their personal Universe of Obligation.
    • Students will be able to think about the Universe of Obligation when it comes to nations. 

    ODE Social Science Standards

    7th Grade:

    • 7.4  Analyze the origins, and influence of historical documents, philosophies, religious systems and values, on the development of modern governments and the concept of individual rights, responsibilities for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. 
    • 7.5  Identifying and analyzing historical and contemporary means societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
    • 7.22 Compare the political, technological, and cultural achievements of individuals and groups; and the transformation of cultures and civilizations. 

    8th Grade:

    • 8.7  Analyze the methods of individuals and movements responsible/necessary for the expanding eligibility of citizenship and the continuing struggle for the expansion of rights and responsibility for ethnic and other historically underrepresented groups at both the local and national level. 

    ODE Oregon Holocaust and Genocide Mandate Standards:

    7th Grade:

    • 7.5 Compare historical and contemporary means of changing societies and promoting the common good. 
    • 7.25 Identify issues related to historical events to recognize power, authority, religion, and governance as it relates to systemic oppression and its impact on indigenous peoples and ethnic and religious groups, and other traditionally marginalized groups in the modern era (bias, injustice, anti-Semitism, discrimination, stereotypes) including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent and traditionally marginalized groups (women, people with disabilities, immigrants, refugees, religious groups, and individuals who are lesbian, gay, bisexual, or transgender). 

    8th Grade:

    • 8.9 Analyze the effect of historical and contemporary means of changing societies, and promoting the common good
    • 8.28 Identify issues related to historical events to recognize the power, authority, and governance as it relates to systemic op impact on ethnic and religious groups, as well as other historically persecuted individuals in the United States in the modern injustice, discrimination, and stereotypes)

    ODE Language Arts Standards:

    7th Grade:

    • 7.RI.1 Analyze what the text says explicitly as well as inferentially; cite several pieces of textual evidence to support the analysis.
    • 7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an evidence-based summary of the text.
    • 7.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6- 8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • 7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    8th Grade:

    • 8.RI.1 Analyze what the text says explicitly as well as inferentially; cite the textual evidence that most strongly supports the analysis.
    • 8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an evidence based summary of the text.
    • 8.RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
    • 8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Mentor Text: Universal Declaration of Human Rights

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  • Equity and Inclusion Lessons #3: Diversity Kindergarten - 8th Grade

    Posted by Abby Rotwein on 1/12/2022

    Kindergarten Diversity Lesson 1

    Objectives: 

    • Students will be able to recognize that people have different religions, cultures, and celebrations both around the world and in our own classroom.
    • Students will be able to write and draw about a day that is special to them.

    ODE Social Science Standards:

    • ​​K.1 Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences. 
    • K.3 Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability. 
    • K.11 Examine culturally significant traditions, celebrations, days, and places including those from cultures that are currently and historically marginalized.
    • K.17  Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others. 

    Book:

    •  “Let’s Celebrate! Special Days Around the World” by Kate DePalma

     

    1st Grade Diversity Lesson 1

    Objectives: 

    • Students will be able to recognize that everyone has their own special skin color.
    • Students will be able to recognize that we have similarities and differences in skin color.
    • Students will be able to celebrate their skin color.

    ODE Social Science Standards

    • 1.12  Describe how individual and group characteristics are used to divide, unite, and categorize racial, ethnic, and social groups. 
    • 1.13  Examine and understand your own self-identity and how it fits with the identity of the family, school, and the local community.
    • 1.14  Identify and explain the perspectives of racial, ethnic, and social groups in our community on local issues including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano/a, Latino/a, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups.1

     

    1 Throughout the K-5 standards, traditionally marginalized groups should include, women, people with disabilities, immigrants, refugees, seniors/elders, and individuals who are lesbian, gay, bisexual, or transgender.

    ODE Oregon Holocaust and Genocide Mandate Standards:

    • 1.2 Apply civic virtues (such as equality, freedom, liberty, respect for individual rights, equity, justice, and deliberation) when participating in school settings (such as the classroom, cafeteria, playground, assemblies, and independent work).
    • 1.13 Understand, affirm, respect, and celebrate the diversity of individuals, families, and school communities.

    Books: 

    • “Happy in Our Skin” by Fran Manushkin
    • “The Colors of Us” by Karen Katz

     

    2nd Grade Diversity Lesson 1

    Objectives: 

    • Students will be able to define what respect and equality look like, sound like, and feel like.
    • Students will come up with ideas about how to promote respect and equality at school and in the world.

    ODE Social Science Standards

    • 2.13  Identify the cultural characteristics of my group identity, (including race, culture, and gender) and of the local community. 
    • 2.16  Identify the history and narratives of traditionally included and excluded individuals, groups, and circumstances, that impact the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups. 
    • 2.17 Identify and describe community celebrations, landmarks, symbols from a variety of traditions and explain why they are significant to the cultural heritage of members of the community.

    ODE Oregon Holocaust and Genocide Mandate Standards:

    • 2.3 Evaluate how individuals, groups, and communities manage conflict and promote justice and equity.
    • 2.16 Identify a variety of diverse individuals, groups, and circumstances that had an impact on the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender).

    Book: 

    • “Everyone Matters” by Pat Thomas



    3rd Grade Diversity Lesson 1

    Objectives: 

    • Students will be able to recognize gender stereotypes in the way toys are marketed.
    • Students will be able to promote gender inclusivity.  

    ODE Social Science Standards

    • 3.4  Describe the use of stereotypes and targeted marketing in creating demand for consumer products. 
    • 3.11 Describe how the inclusion or exclusion of individuals, social and ethnic groups, including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups has shaped events and development of the local community and region. 

    ODE Health Standards:

    • HE.1.3.11 Recognize differences and similarities of how individuals identify regarding gender or sexual orientation. 
    • HE.1.3.12 Recognize the importance of treating others with respect regarding gender expression and sexual orientation.
    • HE.2.3.6 Recognize how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
    • HE.7.3.4 List ways to treat yourself and others with dignity and respect, with regard to race, ability, other identities, gender, gender identity, and sexual orientation.
    • HE.8.3.3 List ways students can work together to promote dignity and respect for all people. 

    Texts: 

    • Images of real advertisements

     

    4th Grade Diversity Lesson 1

    Objective: 

    • Students will be able to recognize the diverse history of Oregon.

    ODE Social Science Standards

    • 4.13  Identify and explain how discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon. 

    ODE Oregon Holocaust and Genocide Mandate Standards:

    • 4.11 Analyze the distinct way of knowing and living amongst the different American Indian tribes in Oregon prior to colonization, such as religion, language, and cultural practices and the subsequent impact of that colonization.
    • 4.12 Explain how diverse individuals, groups (including socioeconomic differences, ethnic groups, and social groups and including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups), and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), circumstances and events influenced the early growth and changes in Oregon (including, but not limited to fur trappers, traders, Lewis and Clark, pioneers and westward movement).
    • 4.14 Examine the history of the nine federally recognized Oregon tribes. 

    ODE Health Standards:

    • HE.8.4.4 Describe ways students can work together to promote dignity and respect for all people. 

    Texts: 

    • Images from the Oregon Historical Society

     

    5th/6th Grade Diversity Lesson 1

    Objective: 

    • Students will be able to define the words diversity, race, racism, and bias.
    • Students will learn respectful language about race.

    ODE Social Science Standards

    5th:

    • 5.22  Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present-day reality. 
    • 5.25  Develop an understanding of why individuals and groups from various ethnic and religious and traditionally marginalized groups during the same historical period, differed in their perspectives of events, laws/policies, or movements in the United States. 
    • 5.27 Identify characteristics of an event, issue, or problem, suggesting possible causes and results. 
    • 5.28 Propose a response or solution to an issue or problem, utilizing research, to support the position. 
    • 5.29 Use a range of collaborative procedures to make decisions about and act on civic issues or problems. 

    6th:

    • 6.4  Identify and analyze historical and contemporary means that societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
    • 6.17 Identify and examine the roles and impact of diverse groups of people (social roles, political and economic structures, and family and community systems) across indigenous civilizations. 
    • 6.20  Identify and analyze the causes and effects of oppression and resistance in the living histories of historically marginalized groups in the Western Hemisphere. 
    • 6.21  Identify the motivations, tools, and implications of power, authority, and governance as it relates to systems and tools of oppression (e.g., bias, injustice, discrimination, antisemitism, and stereotypes) and its impact on ethnic and religious groups and other historically marginalized groups of the Western Hemisphere. 

    ODE Oregon Holocaust and Genocide Mandate Standards:

    5th:

    • 5.21 Identify issues related to historical events to recognize power, authority, and governance as it relates to systems of oppression and its impact on ethnic and religious groups and other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes). 

    6th:

    • 6.17 Identify and examine the roles and impact of diverse groups of people (e.g. gender roles, social roles, political and economic structures) within the countries of the Western Hemisphere. 
    • 6.20 Analyze cause and effect relationships within the living histories of ethnic groups, religious groups, and other traditionally marginalized groups in the Western Hemisphere. 
    • 6.21 Identify issues related to historical events to recognize power, authority, and governance as it relates to systems of oppression and its impact on ethnic and religious groups and other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes). 

    ODE Health Standards:

    5th:

    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others.
    • HE.8.5.5 Demonstrate ways students can work together to promote dignity and respect for all people.

    6th:

    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others. 
    • HE.8.5.5 Demonstrate ways students can work together to promote dignity and respect for all people.

    Text:  

    • Definitions of vocabulary words

     

    7th/8th Grade Diversity Lesson 1

    Objectives: 

    • Students will be able to reflect on the concept of individual rights.
    • Students will be able to explain how the United Nations and the Universal Declaration of Human Rights came to be developed in the aftermath of World War II.

    ODE Social Science Standards

    7th Grade:

    • 7.4  Analyze the origins, and influence of historical documents, philosophies, religious systems and values, on the development of modern governments and the concept of individual rights, responsibilities for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. 
    • 7.5  Identifying and analyzing historical and contemporary means societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
    • 7.22 Compare the political, technological, and cultural achievements of individuals and groups; and the transformation of cultures and civilizations. 

    8th Grade:

    • 8.7  Analyze the methods of individuals and movements responsible/necessary for the expanding eligibility of citizenship and the continuing struggle for the expansion of rights and responsibility for ethnic and other historically underrepresented groups at both the local and national level. 

    ODE Oregon Holocaust and Genocide Mandate Standards:

    7th Grade:

    • 7.5 Compare historical and contemporary means of changing societies and promoting the common good. 
    • 7.25 Identify issues related to historical events to recognize power, authority, religion, and governance as it relates to systemic oppression and its impact on indigenous peoples and ethnic and religious groups, and other traditionally marginalized groups in the modern era (bias, injustice, anti-Semitism, discrimination, stereotypes) including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent and traditionally marginalized groups (women, people with disabilities, immigrants, refugees, religious groups, and individuals who are lesbian, gay, bisexual, or transgender). 

    8th Grade:

    • 8.9 Analyze the effect of historical and contemporary means of changing societies, and promoting the common good
    • 8.28 Identify issues related to historical events to recognize the power, authority, and governance as it relates to systemic op impact on ethnic and religious groups, as well as other historically persecuted individuals in the United States in the modern injustice, discrimination, and stereotypes)

    ODE Language Arts Standards:

    7th Grade:

    • 7.RI.1 Analyze what the text says explicitly as well as inferentially; cite several pieces of textual evidence to support the analysis.
    • 7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an evidence-based summary of the text.
    • 7.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6- 8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • 7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    8th Grade:

    • 8.RI.1 Analyze what the text says explicitly as well as inferentially; cite the textual evidence that most strongly supports the analysis.
    • 8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an evidence based summary of the text.
    • 8.RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
    • 8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Text: 

    • Universal Declaration of Human Rights (UDHR)
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  • Equity and Inclusion Lessons #2: Identity, Kindergarten - 8th Grade

    Posted by Abby Rotwein on 10/27/2021

    Kindergarten Identity Lesson 2

    Objectives: 

    • Students will be able to recognize that there are all different types of people in the world.
    • Students will be able to share and celebrate things about themselves that they love.

    ODE Social Science Standards:

    • ​​K.1 Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences. 
    • K.3 Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability. 
    • K.17  Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others. 

    Book: 

    • “I Am Perfectly Designed” by Karamo Brown

     

    1st Grade Identity Lesson 2

    Objectives: 

    • Students will be able to notice that they have heard and seen gender stereotypes before.
    • Students will be able to celebrate that all kids can play with, wear, and like what they want.  

    ODE Social Science Standards: 

    • 1.2  Identify and apply civic virtues (such as equality, freedom, liberty, respect for individual rights, diversity, equity, justice, and deliberation) when interacting with classmates, families, and the school community.
    • 1.12  Describe how individual and group characteristics are used to divide, unite, and categorize racial, ethnic, and social groups. 
    • 1.13  Examine and understand your own self-identity and how it fits with the identity of the family, school, and the local community.
    • 1.14  Identify and explain the perspectives of racial, ethnic, and social groups in our community on local issues including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano/a, Latino/a, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups.1

     

    1 Throughout the K-5 standards, traditionally marginalized groups should include, women, people with disabilities, immigrants, refugees, seniors/elders, and individuals who are lesbian, gay, bisexual, or transgender.

    ODE Health Standards:

    • HE.1.1.7 Explain that there are many ways to express gender. 
    • HE.1.1.8 Recognize the importance of treating others with respect including gender expression.
    • HE.2.1.4 Provide examples of how friends and family influence how people think they should act on the basis of their gender.
    • HE.4.1.5 Discuss ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.

    Books: 

    • “Except When They Don’t” by Laure Gehl 
    • “My Princess Boy” by Cheryl Kilodavis

     

    2nd Grade Identity Lesson 2

    Objectives: 

    • Students will be able to reflect on the various aspects of their identity.
    • Students will be able to share aspects of their inside and outside identities and find connections.

    ODE Social Science Standards

    • 2.13  Identify the cultural characteristics of my group identity, (including race, culture, and gender) and of the local community. 

    ODE Health Standards:

    • HE.1.2.7 Recognize differences and similarities of how individuals identify regarding gender. 
    • HE.1.2.8 Recognize the importance of treating others with respect including gender expression.
    • HE.2.2.4 Provide examples of how friends, family, media, society and culture influence how people think they should act on the basis of their gender.

    Book: 

    • “Lovely” By Jess Hong

     

    3rd Grade Identity Lesson 2

    Objectives: 

    • Students will be able to learn about children with different needs and abilities.
    • Students will be able to brainstorm and share what they need to be successful, supported, and loved, as well as sharing how they express themself.

    ODE Health Standards:

    • HE.7.3.4 List ways to treat yourself and others with dignity and respect, with regard to race, ability, other identities, gender, gender identity, and sexual orientation.
    • HE.8.3.3 List ways students can work together to promote dignity and respect for all people. 

    Book: 

    • “Just Ask! Be Different, Be Brave, Be You” by Sonia Sotomayor

     

    4th Grade Identity Lesson 2

    Objectives: 

    • Students will be able to reflect on the various aspects of their identity.
    • Students will be able to share aspects of their identity and find connections.

    ODE Social Science Standards

    • 4.13  Identify and explain how discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon. 

    ODE Health Standards:

    • HE.1.4.10 Describe differences and similarities of how individuals identify regarding gender or sexual orientation. 
    • HE.1.4.11 Understand importance of treating others with respect regarding gender expression and sexual orientation. 
    • HE.8.4.4 Describe ways students can work together to promote dignity and respect for all people. 

    Texts: 

    • Teacher example

     

    5th Grade Identity Lesson 2

    Objective: 

    • Students will be able to reflect on their culture and find similarities and differences with their peers.

    ODE Health Standards:

    • HE.7.5.4 Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, and sexual orientation. 
    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others.
    • HE.8.5.5 Demonstrate ways students can work together to promote dignity and respect for all people.

    Texts: 

    • Teacher example

     

    6th/7th Grade Identity Lesson 2

    Objectives: 

    • Students will be able to reflect on their culture and find similarities and differences with their peers.
    • Students will be able to discuss the concept of “American culture.”

    ODE Social Science Standards

    6th:

    • 6.14 Identify and describe how the physical and human characteristics of places and regions connect to human identities and cultures in the Western Hemisphere. 
    • 6.21  Identify the motivations, tools, and implications of power, authority, and governance as it relates to systems and tools of oppression (e.g., bias, injustice, discrimination, antisemitism, and stereotypes) and its impact on ethnic and religious groups and other historically marginalized groups of the Western Hemisphere. 
    • 6.23  Explain and analyze the historical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from indigenous people, ethnic and religious groups, and other traditionally marginalized groups throughout the Western Hemisphere.

    7th:

    • 7.4  Analyze the origins, and influence of historical documents, philosophies, religious systems and values, on the development of modern governments and the concept of individual rights, responsibilities for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. 
    • 7.22 Compare the political, technological, and cultural achievements of individuals and groups; and the transformation of cultures and civilizations. 

    ODE Health Standards:

    6th:

    • HE.1.6.23 Define gender roles, gender identity and sexual orientation across cultures. 
    • HE.1.6.24 Identify diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.

    7th:

    • HE.1.7.22 Define the differences between biological sex, sexual orientation, and gender identity and expression. 
    • HE.1.7.24 Define gender roles, gender identity and sexual orientation across cultures. 
    • HE.1.7.25 Recognize diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.

     

    8th Grade Identity Lesson 2

    Objectives: 

    • Students will be able to reflect on their culture and find similarities and differences with their peers.

    ODE Social Science Standards:

    • 8.9 Compare historical and contemporary means of changing societies and identify individuals and/or groups 4 promoting the common good including the importance of advocacy and activism related to socio-economic resistance (i.e. civil rights, LGBTQ+ rights, worker’s rights) for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. 

     

    4 American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender).

    • 8.22  Evaluate continuity and change over the course of United States history by analyzing examples of class, gender, religious, regional, and racial conflict, compromise, cooperation, interdependence, and the pursuit of social justice from multiple perspectives. 
    • 8.25  Evaluate the impact of the intersectionality of what constitutes identity including, including but not limited to, gender, age, race, ethnicity, religion, physical and mental disability, and class on the living histories and experiences of peoples, groups, and events. 
    • 8.27  Determine and explain the importance and contributions (products, events, actions, and ideas) of key people, cultures, and ethnic groups 6, religious groups, and other historically underrepresented groups in Oregon, the United States, and the world. 

     

    6 American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender). 

    • 8.28  Critique and analyze historical events to recognize power, authority, religion, economics, and governance as they relate to systemic oppression and its impact on Indigenous peoples, ethnic and religious groups, and other historically marginalized groups in the colonial and modern era. 

    ODE Health Standards:

    • HE.1.8.24 Explain gender roles, gender identity and sexual orientation across cultures. 
    • HE.1.8.25 Examine diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.
    • HE.2.8.1 Analyze the influence of culture on health beliefs, practices, and behaviors.
    • HE.2.8.9 Review how food choices are influenced by culture, family, media, technology, peers, body image and emotions. 
    • HE.2.8.14 Assess the influence of personal values and beliefs on individual health practices and behaviors. 
    • HE.7.8.10 Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, gender expression, and sexual orientation. 
    • HE.8.8.3 Advocate for the promotion of empathy for individual differences.
    • HE.8.8.6 Work cooperatively to advocate for respect of diversity of individuals, families, and schools that fosters safety in learning and achievement. 
    • HE.8.8.7 Advocate for school policies and programs that promote dignity and respect for all.

    Texts: 

    • Teacher example
    Comments (-1)
  • Equity and Inclusion Lessons #1, Kindergarten - 8th Grade

    Posted by Abby Rotwein on 9/21/2021

    Posted by Abby Rotwein on 9/20/2021

     

    Kindergarten Identity Lesson 1

    Objectives: 

    • Students will be able to recognize that there are different types of families and a variety of family structures.
    • Students will be able to celebrate and share about their own families.

    ODE Social Science Standards:

    • ​​K.1 Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences. 
    • K.3 Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability. 

    ODE Health Standards:

    • HE.1.K.14 Identify different kinds of family structures.

    Books:

    • “A Family is a Family is a Family” by Sara O’Leary 
    • “Who’s in My Family?” by Robie H. Harris

    1st Grade Identity Lesson 1

    Objectives: 

    • Students will be able to recognize that different families have different routines and traditions.
    • Students will be able to share a tradition that is important to them.

    ODE Social Science Standards

    • 1.10  Understand that families have a past. 
    • 1.11  Identify, affirm, respect, and explain the diverse cultural heritage, songs, symbols, and celebrations of my community and the diverse social and ethnic groups in Oregon and the United States of America. 
    • 1.13  Examine and understand your own self-identity and how it fits with the identity of the family, school, and the local community.

    Books: 

    • “All Are Welcome” by Alexandra Penfold 
    • “This is How We Do It” by by Matt Lamothe

    2nd Grade Identity Lesson 1

    Objectives: 

    • Students will be able to recognize that there are different types of bodies and learn some language around bodies.  
    • Students will be able to celebrate their bodies the way they are.

    ODE Social Science Standards

    • 2.13  Identify the cultural characteristics of my group identity, (including race, culture, and gender) and of the local community. 

    ODE Health Standards:

    • HE.8.2.1 Explain the importance of promoting personal health.

    Books: 

    • “Bodies are Cool” by Tyler Feder 
    • “The Best Part of Me” by Wendy Ewald

    3rd Grade Identity Lesson 1

    Objectives: 

    • Students will be able to reflect on the various aspects of their identity.
    • Students will be able to share aspects of their identity and find connections.

    ODE Health Standards:

    • HE.7.3.4 List ways to treat yourself and others with dignity and respect, with regard to race, ability, other identities, gender, gender identity, and sexual orientation.
    • HE.8.3.3 List ways students can work together to promote dignity and respect for all people. 

    Books:

    • “The Day You Begin” by Jacqueline Woodson 
    • “Drawn Together” by Minh Lê

    4th Grade Identity Lesson 1

    Objectives: 

    • Students will be able to reflect on the importance of names- where they come from, what they mean, who chooses them- and learn the inherent respect in calling someone by their correct name and with correct pronunciation.
    • Students will be able to celebrate and share about their own names.

    ODE Social Science Standards

    • 4.13  Identify and explain how discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon. 

    ODE Health Standards:

    • HE.8.4.4 Describe ways students can work together to promote dignity and respect for all people. 

    Books: 

    • “My Name is María Isabel” by Alma Flor Ada 
    • “Thunder Boy Jr.” by Sherman Alexie
    • “The Name Jar” by Yangsook Choi
    • “Alma and How She Got Her Name” by Juana Martinez-Neal

    5th Grade Identity Lesson 1

    Objectives: 

    • Students will be able to talk about their own identity, personal history, and culture.

    Common Core ELA Standards:

    • 5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
    • 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • 5.W.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 
    • 5.w.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 
    • 5.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    ODE Health Standards:

    • HE.7.5.4 Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, and sexual orientation. 
    • HE.8.5.4 Explain how to promote safety, respect, awareness and acceptance of yourself and others.
    • HE.8.5.5 Demonstrate ways students can work together to promote dignity and respect for all people.

    Texts:  

    • “A Kids Book About Identity” by Jimmy Gomez/Taboo 
    • Student example poems

    6th Grade Identity Lesson 1

    Objectives: 

    • Students will be able to reflect on stereotypes and the harm they cause.
    • Students will be able to share aspects of their identity and dispel stereotypes about groups to which they belong.

    Common Core ELA Standards:

    • 6.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • 6.W.2e Establish and maintain an appropriate style for content, purpose, and audience.
    • 6.W.2f Provide a concluding statement or section that follows from the information or explanation presented. 
    • 6.w.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 
    • 6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    ODE Social Science Standards

    • 6.14 Identify and describe how the physical and human characteristics of places and regions connect to human identities and cultures in the Western Hemisphere. 
    • 6.21  Identify the motivations, tools, and implications of power, authority, and governance as it relates to systems and tools of oppression (e.g., bias, injustice, discrimination, antisemitism, and stereotypes) and its impact on ethnic and religious groups and other historically marginalized groups of the Western Hemisphere. 
    • 6.23  Explain and analyze the historical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from indigenous people, ethnic and religious groups, and other traditionally marginalized groups throughout the Western Hemisphere.

    ODE Health Standards:

    • HE.1.6.23 Define gender roles, gender identity and sexual orientation across cultures. 
    • HE.1.6.24 Identify diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.

    Texts: 

    • Student example poems

    7th Grade Identity Lesson 1

    Objectives: 

    • Students will be able to reflect on the many layers of their identity.
    • Students will be able to talk about their own identity, personal history, and culture.

    Common Core ELA Standards:

    • 7.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • 7.W.2e Establish and maintain an appropriate style for content, purpose, and audience.
    • 7.W.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 
    • 7.W.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 
    • 7.w.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    • 7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    ODE Social Science Standards

    • 7.4  Analyze the origins, and influence of historical documents, philosophies, religious systems and values, on the development of modern governments and the concept of individual rights, responsibilities for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. 
    • 7.22 Compare the political, technological, and cultural achievements of individuals and groups; and the transformation of cultures and civilizations. 

    ODE Health Standards:

    • HE.1.7.22 Define the differences between biological sex, sexual orientation, and gender identity and expression. 
    • HE.1.7.24 Define gender roles, gender identity and sexual orientation across cultures. 
    • HE.1.7.25 Recognize diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.

    Text: 

    • “Where I’m From” poem by George Ella Lyon

    8th Grade Identity Lesson 1

    Objectives: 

    • Students will be able to reflect on the many layers of their identity.
    • Students will be able to talk about their own identity, personal history, and culture.
    • Students will be able to dispel stereotypes about groups to which they belong.

    Common Core ELA Standards:

    • RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
    • RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
    • RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
    • RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
    • W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    ODE Social Science Standards:

    • 8.9 Compare historical and contemporary means of changing societies and identify individuals and/or groups 4 promoting the common good including the importance of advocacy and activism related to socio-economic resistance (i.e. civil rights, LGBTQ+ rights, worker’s rights) for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. 

     

    4 American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender).

    • 8.22  Evaluate continuity and change over the course of United States history by analyzing examples of class, gender, religious, regional, and racial conflict, compromise, cooperation, interdependence, and the pursuit of social justice from multiple perspectives. 
    • 8.25  Evaluate the impact of the intersectionality of what constitutes identity including, including but not limited to, gender, age, race, ethnicity, religion, physical and mental disability, and class on the living histories and experiences of peoples, groups, and events. 
    • 8.27  Determine and explain the importance and contributions (products, events, actions, and ideas) of key people, cultures, and ethnic groups 6, religious groups, and other historically underrepresented groups in Oregon, the United States, and the world. 

     

    6 American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender). 

    • 8.28  Critique and analyze historical events to recognize power, authority, religion, economics, and governance as they relate to systemic oppression and its impact on Indigenous peoples, ethnic and religious groups, and other historically marginalized groups in the colonial and modern era. 

    ODE Health Standards:

    • HE.1.8.24 Explain gender roles, gender identity and sexual orientation across cultures. 
    • HE.1.8.25 Examine diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.
    • HE.2.8.1 Analyze the influence of culture on health beliefs, practices, and behaviors.
    • HE.2.8.9 Review how food choices are influenced by culture, family, media, technology, peers, body image and emotions. 
    • HE.2.8.14 Assess the influence of personal values and beliefs on individual health practices and behaviors. 
    • HE.7.8.10 Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, gender expression, and sexual orientation. 
    • HE.8.8.3 Advocate for the promotion of empathy for individual differences.
    • HE.8.8.6 Work cooperatively to advocate for respect of diversity of individuals, families, and schools that fosters safety in learning and achievement. 
    • HE.8.8.7 Advocate for school policies and programs that promote dignity and respect for all.

    Text: 

    • “For My People” poem by Margaret Walker

     

    Comments (-1)